| Abstract: | An instructional program focused on story theme was administered to 2nd and 3rd graders (high-, average-, and low-achieving students, including some with disabilities) in a high-poverty school. Compared with more traditional instruction, the program improved theme comprehension and the identification of instructed themes when they appeared in new stories. However, the program did not help students apply a theme to real-life situations or identify and apply noninstructed themes. Findings indicated that at-risk children (at all achievement levels, including those with disabilities) were able to achieve some degree of abstract, higher order comprehension when given instruction that combined structured lessons, a strategy, and discussion. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
