Improving comprehension instuction of literary texts in an elementary-level enrichment program

Abstract

Research demonstrates that advanced learners require different instruction in addition to the regular classroom instruction to meet their academic needs. Therefore, many school districts offer enrichment programs to meet the needs of these advanced learners. With the emergence of the Common Core State Standards and new state assessments, there is a more intense focus on meeting the needs of all learners. This paper examines the reading comprehension instruction of literary texts from the enrichment program in the Hartman School District. A content analysis was conducted on the core reading programs used in the regular classroom and in the enrichment program to answer the questions: (a) Is the reading instruction in the enrichment program at Klima Elementary School aligned with the classroom teacher's reading instruction? (b) Is the reading program used in the enrichment program aligned with the Common Core State Standards? and (c) Is the reading program used in the regular education classroom aligned with the Common Core State Standards? Results revealed that there were several gaps in instruction between the enrichment program and the regular classroom reading instruction. Further, the content analysis revealed that both the enrichment reading program and the regular classroom reading program were not fully aligned with the Common Core State Standards. Recommendations are made for enrichment teachers to improve the reading instruction within their program to better align with the classroom reading instruction and the Common Core State Standards.