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Reading understanding is important for academic success and is a capability needed for many activities at school and at school. This study examined the effects of the trap (after reading, reading, read a paragraph, ask yourself, "What was this paragraph mostly?" And put it in my own words) Participants were seven middle school students who are as a flowing readers were identified that experienced difficulties with the understanding. All instructions for the participants were in pairs or small groups. The results show that the catch strategy has been increased the reading comprehension measured by the percentage of textual and short-term issues. Ideas for future research and implications are discussed.
The authors thank the Danielle Dounar, Delaney Fenwick and Whitewater public schools for their support and cooperation.
Jessica L. Hagaman is a wizard professor at the University of Nebraska at Omaha. Their current research interests are reading understanding, academic interventions, cognitive strategy instructions and teacher preparation.
Kathryn J. Casey is an Assistant Professor at the University of Wisconsin-Whitewater. Their work focuses on the post-secondary transition of young people, the cognitive strategy statement and teacher preparation.
Robert Reid is a professor at the University of Nebraska-Lincoln in the Department of Special and Communication Disorders. With attention deficit hyperactivity disorders and cognitive strategy lessons, it has carried out extensive work with attention deficits.
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