Publication Date


Document Type


First Advisor

Crawford, Jon G.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


Curriculum development; Reading instruction; Reading comprehension--Study and teaching--Research; Reading (Elementary)--Research; Reading (Middle school)--Research


To be literate in the 21st Century students need to comprehend complex text at higher levels than before. In order to do this, schools need to teach students the comprehension strategies that will allow them to analyze, synthesize and evaluate different types of text.;Literature identifies several instructional practices that increase students' reading comprehension. Research identifies transactional strategy instruction as a method of furthering students' ability to understand what they read. Despite current research, students have failed to meet the increased expectations. The lack of instructional resources targeting transactional strategies instruction is a primary factor in students' ability to make gains.;The purpose of this quasi-experimental quantitative study was to expand the literacy interventions available to schools that target higher level reading comprehension. This study focused on the Comprehension Toolkit because this intervention incorporates the attributes of transactional strategies instruction. The current study examined the relationship between the Comprehension Toolkit and students' reading comprehension at the primary and intermediate grades.;While the statistical analysis of primary and intermediate students' MPG and MAP scores only showed a significant difference in students' ability to comprehend information text compared to literary text, the Comprehension Toolkit continues to be a promising intervention that is worthy of future research.


Advisors: Jon Crawford; Kelly Summers.||Committee members: Thomas Many.


99 pages




Northern Illinois University

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