Abstract of

What Classroom Observations Reveal About Reading Comprehension Instruction

Dolores Durkin, University of Illinois

Examines through classroom observations of reading and social studies whether elementary schools provide comprehension instruction. Social studies was included on the assumption that comprehension instruction is required by the difficulty of social studies textbooks. Grades 3 through 6 were selected for the observations on the assumption that more comprehension instruction exists there than in grades 1 and 2. Major findings included the fact that almost no comprehension instruction was found. The attention that did go to comprehension focused on assessment, which was carried on through teacher questions. Instruction other than that for comprehension was also rare. It could not be concluded, therefore, that teachers neglect comprehension because they are busy teaching phonics, structural analysis, or word meanings. What they do attend to are written assignments. As a result, time spent on giving, completing, and checking assignments consumed a large part of the observed periods. Sizeable amounts of time also went to activities categorized as “Transition” and “Non-instruction.” Other findings indicated that none of the observed teachers view social studies as a time to help with reading comprehension. Rather, they see their responsibility as covering content and having children master facts.

Abstract from Durkin, D. (1978-1979). What Classroom Observations Reveal About Reading Comprehension Instruction. Reading Research Quarterly, 14(4), 481–533. doi: 10.1598/RRQ.14.4.2