The Effect of a Strategy Training on Reading Comprehension in Fourth-Grade Students

Autor/inn/en	Muijselaar, Marloes; Swart, Nicole; Steenbeek-Planting, Esther; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter
Titel	The Effect of a Strategy Training on Reading Comprehension in Fourth-Grade Students
Quelle	In: Journal of Educational Research, 111 (2018) 6, S.690-703 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muijselaar, Marloes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1396439
Schlagwörter	Elementary School Students; Grade 4; Reading Instruction; Reading Strategies; Reading Comprehension; Intervention; Reciprocal Teaching; Instructional Effectiveness; Foreign Countries; Difficulty Level; Reading Tests; Achievement Tests; Reading Achievement; International Assessment; Reading Rate; Intelligence Tests; Verbal Ability; Vocabulary; Learner Engagement; Pretests Posttests; Netherlands; Progress in International Reading Literacy Study; Peabody Picture Vocabulary Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Unterrichtserfolg; Ausland; Schwierigkeitsgrad; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Reading readiness; Reading speed; Lesegeschwindigkeit; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Niederlande
Abstract	Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01