1. Using Mnemonic Cueing Strategies to Improve Reading Comprehension in Struggling Secondary Students Amy Petzold EDU 306 Teaching Reading- Adolescents 3 March 2011

2. Focus Statement: How do mnemonic cueing strategies affect reading comprehension in struggling high school students? How do mnemonic cueing strategies affect reading comprehension in struggling high school students?

3. SCAN and RUN Salembier (1999) devised a mnemonic cueing strategy called SCAN and RUN that involves:  Pre-reading activities such as: looking at headings, visuals, boldface words, and reading chapter questions  During reading activities including: adjusting reading speed to accommodate for difficult passages, using context clues to determine the meaning of unknown words, and placing a checkmark by passages that the reader does not understand

4. TELL Ridge and Skinner (2011) implemented the TELL pre-reading strategy which involves:  Analyzing the title and passage for clues related to content  Examining important words  Finding the meaning of unknown words  Looking for clues in the text to determine the setting

5. ART McCallum et al. (2011) studied the ART strategy that involves:  Generating questions about the text before reading  Checking for understanding while reading  Summarizing the text after reading

6. Synthesis of Common Steps  Examining the title and headings  Looking throughout the text for clues about meaning  Reading the text and checking for understanding  Using context clues to determine the meaning of unfamiliar words

7. References McCallum, R. S., Krohn, K. R., Skinner, C. H., Hilton-Prillhart, A., Hopkins, M.,Waller, S., & Polite, F. (2011). Improving reading comprehension of at-risk high-school students: The ART of reading program. Psychology in Schools, 48(1), 78-86. Ridge, A. D., & Skinner, C. (2011). Using the TELLs prereading procedure to enhance comprehension levels and rates in secondary students. Psychology in Schools,48(1), 46-58. Salembier, G. B. (1999). SCAN and RUN: A reading comprehension strategy that works. Journal of Adolescent & Adult Literacy, 42(5), 386-394.