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Improving students' reading comprehension skills : effects of strategy instruction and reciprocal teaching

  • The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experiment-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed use than the control students who received traditional instruction groups on a standardized reading comprehension test.

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Author:Nadine SpörerGND, Joachim Clemens BrunsteinGND, Ulf Kieschke
Document Type:Article
Year of first Publication:2009
Year of Completion:2009
Release Date:2017/03/25
Source:Learning and instruction. - ISSN 0959-4752. - 19 (2009), 3, S. 272 - 286
Organizational units:Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie
Peer Review:Referiert