CLASSROOM INSTRUCTION AND READING COMPREHENSION: A COMPARISON OF ONE BASAL READER APPROACH AND THE FOUR-BLOCKS FRAMEWORK

The intention ofthis study was to investigate the effects on reading comprehension of students attending an elementary school where the Four-Blocks framework is utilized (School A) and students attending an elementary school where a basal reader approach is utilized (School B). Specifically, the ability of four classes of second-grade students to give an oral retelling and answer comprehension questions about a story, was compared. Results indicate that students in the classrooms utilizing the Four-Blocks framework scored higher on measures of reading comprehension than the students in the classrooms utilizing one basal reader approach.