The effects of a listening previewing intervention on a written recall assessment of silent reading comprehension

The current study investigated the use of a written recall procedure as a curriculum-based measurement of silent reading comprehension. Participants were five students in fourth and fifth grades in an after school reading program or an after school care program. An alternating treatments design was used to examine the utility of the written recall procedure in detecting small changes in silent reading comprehension as a result of a listening previewing intervention. Results indicated that the written recall procedure may be effective in detecting small changes in silent reading comprehension: however, further research is needed to determine the procedure's use as a curriculum-based measurement of silent reading comprehension.