Teaching Reading Comprehension Strategies

Award Information
Agency: Department of Education
Branch: N/A
Contract: R305S04194
Agency Tracking Number: R305S04194
Amount: $500,000.00
Phase: Phase II
Program: SBIR
Awards Year: 2005
Solicitation Year: 2005
Solicitation Topic Code: N/A
Solicitation Number: 84.305S
Small Business Information
Seward Inc. Building, 2200 E. Franklin Avenue, Minneapolis, MN, 55404
HUBZone Owned: Y
Woman Owned: Y
Socially and Economically Disadvantaged: Y
Principal Investigator
 Sales Gregory
 (612) 721-4444
Business Contact
 Gregory Sales
Title: Dr
Phone: (612) 721-4444
Email: gsales@sewardinc.com
Research Institution
The proposed project will develop a program consisting of seven comprehensive, multi-media modules for teaching reading comprehension strategies to elementary students, with an emphasis on making the instruction particularly appropriate for urban classrooms in which many students may be struggling readers. Each module will have three major components: (1) A CD-ROM to train teachers to teach a specific reading comprehension strategy. (2) A packet of printed material to provide teachers with everything needed to teach the strategy using a cutting-edge combination of "direct explanation of strategies" and "transactional strategies instruction," two research-based approaches. Particular emphasis will be put on motivating students and giving them the self-confidence and resolve that will make them life-long strategic readers. (3) A website to explain the nature of reading comprehension strategies, give an overview of how each strategy is taught, and give teachers who are working with the strategies a means to share their experiences. The instructional modules will be tested with both fourth and fifth grade students in an urban school district. Comprehension strategies taught in the seven instructional modules are: Using prior knowledge, Making inferences, Questioning, Predicting, Using text structure, Summarizing, and Monitoring.

* Information listed above is at the time of submission. *

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