South Harrison High School

With only 35% of students tested reading proficiency, South Harrison High School could benefit from instructional intervention in the area of Reading.

In my experience, I have found that students often struggle with assignments because they fail to completely read or comprehend instructions. A possible strategy for this would be to monitor comprehension by testing it before, during and after assignments.

Three pieces of evidence that the strategy works.
•Teacher-prepared notes show students what is important and how ideas relate, and offer a model for how students should take notes themselves (Marzano et al., 2001).


•Notes should be in both linguistic and nonlinguistic forms, including idea webs, sketches, informal outlines, and combinations of words and schematics; and, the more notes, the better (Nye, Crooks, Powlie, & Tripp, 1984).


•When students review and revise their own notes, the notes become more meaningful and useful (Anderson & Armbruster, 1986; Denner, 1986; Einstein, Morris, & Smith, 1985).