Once, there is a girl who was so frustrated because her mom refuses to give her cheese to

eat. Hence, she went to the forest to vent out her anger. On her way, she met golden rooster
who offers her a piece of advice.

This action research project was conducted to improve reading comprehension with second
grade and third grade students. The teacher researchers intended to improve reading
comprehension by using higher-order thinking skills such as predicting, making connections,
visualizing, inferring, questioning, and summarizing. In their classrooms the teacher
researchers modeled these strategies through the think-aloud process and graphic
organizers. This was followed by students using these strategies through whole class, small
group, and independent practice. The teacher researchers gathered information prior to
implementing the reading strategy interventions. The Metacomprehension Strategy Index
indicated a lack of student knowledge of strategies to use before, during, and after reading.
The State Snapshot of Early Literacy given to the second grade students identified 9 of the 16
students below target level. The Test Ready Test given to the third grade students indicated
10 of the 17 students were at risk for reading comprehension failure. The information gathered
by the teacher researchers after the interventions had been modeled and practiced showed
improvement with the second and third grade students. The postintervention scores for the
Metacomprehension Strategy Index showed a significant increase in students’ knowledge of
the reading comprehension strategies. The State Snapshot of Early Literacy post-intervention
scores indicated only 6 of the 16 second grade students remained below target level for
reading comprehension. The Test Ready Test given to third grade students indicated only 2
of the 16 students had post-intervention scores that were at risk for reading comprehension
failure.

illiams and Skinner (2004) implements the procedure of TELLS Strategy almost every school
day, with an elementary student with learning disabilities in reading, who appeared to be highly
motivated. In the current study, the TELLS Strategy intervention was implemented two or three
times per week, with secondary students who had stronger reading skills, and who appeared
less motivated (e.g., several instances when students appeared to rush through the question
answering). Researchers could conduct studies designed to determine if more frequent and
consistent administration of TELLS Strategy is needed for students to develop and maintain
generalizable comprehension skills. Additional studies should be conducted with less
skilled readers, younger readers, and students with disabilities. TELLS Strategy is more
likely to cause generalized improvement in reading comprehension in students with
disabilities and/or students reading at lower grade levels. Finally, future researchers should
consider implementing similar studies and supplementing the procedure of TELLS Strategy
with performance feedback or reinforcement contingent on reading comprehension to
determine if such procedures enhance the effectiveness of TELLS Strategy (Saecker, et.
al).These are the procedure of TELLS Strategy: