This experimental study examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. It also investigated the effect of instructional quality and whether integrating practices differentially benefited students with lower entry-level reading comprehension. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative comprehension (ES = .09) and expository comprehension (ES = .22), as well as a standardized distal comprehension measure (ES = .46); however, no statistically significant between-group differences were found.
Simmons, D., Fogarty, M., Oslund, E. L., Simmons, L., Hairrell, A., Davis, J., . . . Fall, A. M. (2014). Integrating content knowledge-building and student-regulated comprehension practices in secondary English language arts classes. Journal of Research on Educational Effectiveness, 7, 309–330. doi:10.1080/19345747.2013.836766