Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students

Abstract

Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment control condition. The 40 session (20 hr) intervention targeted reading comprehension strategy instruction in the context of informational science texts. Analyses showed statistically significant effects favoring the intervention on two proximal measures (i.e., measures closely related to the intervention content). The effects for the outcomes were moderate (gs = 0.61 and 0.72). There were no statistically significant differences on distal measures (i.e., measures less closely aligned with the intervention). The findings provide support for the efficacy of a reading comprehension intervention that may inform short-term interventions within a Response to Intervention framework.

La enseñanza de la autorregulación en aulas de educación primaria

“…Gracias a las intervenciones, entre sus conclusiones destacan que los alumnos de entre 8 y 14 años de edad ven incrementado su desempeño en cuanto a la comprensión de textos, lo que sugiere la importancia de la enseñanza explícita de estrategias en esa etapa. Beneficios similares se observan en estudiantes con dificultades de aprendizaje (Sanders et al, 2019;Ritchey et al, 2017). En su estudio de metaanálisis Sanders et al (2019) encuentran que la mayor parte de los estudios con niños con dificultades de aprendizaje se realizan en contextos más controlados y abogan por más estudios que consideren la enseñanza impartida por docentes en el contexto del aula.…”

“…Las actividades vinculadas al aprendizaje autorregulado son: la activación de conocimientos previos, de esquemas y conocimientos sobre la estructura textual; la supervisión de la propia comprensión a través del uso de organizadores gráficos, el automonitoreo y la autopregunta; el resumen como estrategia de evaluación. Ritchey et al (2017) realizaron una intervención con 46 alumnos de 5.° grado con dificultades en comprensión de textos. En pequeños grupos y fuera del aula regular enseñaron explícitamente seis estrategias: realizar predicciones en base a títulos e imágenes, conectar con conocimientos previos, reparar si falla la comprensión, hacerse preguntas, explicar con sus propias palabras y evaluar si pueden contestar las preguntas que se formularon.…”

Differentiated Reading Instruction With Technology for Advanced Middle School Students’ Reading Achievement

“…Considering the expanded expectations of today's learners, college and career readiness constitutes an ability to not only read but also comprehend a range of texts, including informational texts across content areas independently and proficiently (Ritchey et al, 2017). While reading comprehension remains a critical component of the reading process, today's learners can experience struggles with comprehension, and teachers often experience difficulty in securing strong reading comprehension skills in their students via their teaching methods (Klapwijk, 2015).…”

Investigating Informational Texts Teaching and Learning in Developing Countries: The Case of Vietnamese High Schools

“…Children who are not exposed to informational texts during nursery school appear to encounter major trouble in elementary school text comprehension and achieve little accomplishment in education (Chlapana, 2016). The fourth and fifth-grade students are also required to read and understand a variety of texts for college and career planning, including informational texts individually and skilfully through content areas (Ritchey, Palombo, Silverman, & Speece, 2017).…”