TY  - JOUR
A1  - Koch, Helvi
A1  - Spörer, Nadine
T1  - Students improve in reading comprehension by learning how to teach reading strategies
BT  - an evidence-based approach for teacher education
JF  - Psychology Learning and Teaching
N2  - 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 in reading speed.
KW  - Reading strategies
KW  - reciprocal teaching
KW  - teacher education
Y1  - 2017
U6  - https://doi.org/10.1177/1475725717700525
SN  - 1475-7257
SN  - 2057-3022
VL  - 16
SP  - 197
EP  - 211
PB  - Sage Publ.
CY  - London
ER  -