Students improve in reading comprehension by learning how to teach reading strategies
- In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n = 61 students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as inIn this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n = 61 students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as in reading speed.…
Verfasserangaben: | Helvi KochORCiDGND, Nadine SpörerORCiDGND |
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DOI: | https://doi.org/10.1177/1475725717700525 |
ISSN: | 1475-7257 |
ISSN: | 2057-3022 |
Titel des übergeordneten Werks (Englisch): | Psychology Learning and Teaching |
Untertitel (Englisch): | an evidence-based approach for teacher education |
Verlag: | Sage Publ. |
Verlagsort: | London |
Publikationstyp: | Wissenschaftlicher Artikel |
Sprache: | Englisch |
Datum der Erstveröffentlichung: | 29.05.2017 |
Erscheinungsjahr: | 2017 |
Datum der Freischaltung: | 13.04.2022 |
Freies Schlagwort / Tag: | Reading strategies; reciprocal teaching; teacher education |
Band: | 16 |
Seitenanzahl: | 15 |
Erste Seite: | 197 |
Letzte Seite: | 211 |
Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Grundschulpädagogik |
DDC-Klassifikation: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Peer Review: | Referiert |