Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter?

Serrano-Mendizábal, Marian; Villalón, Ruth; Melero, Ángeles; Izquierdo-Magaldi, Belén

doi:10.1016/j.compedu.2023.104727

Cited by 2 publications

(2 citation statements)

References 68 publications

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“…Así pues, entre los programas que han señalado los artículos escogidos se encuentra: el programa ESPIRALES (Antúnez et al, 2020); el Programa de Intervención en Alfabetización Multicomponencial (PIAM) (Balbi et al, 2020); se empleó la herramienta informática EPI.com (Cueli, 2020); Entrenamiento Fonológico Multisensorial (Daza, 2023); un programa de entrenamiento fonológico en el ordenador (RDIR) (Forné et al, 2022); programa de entrenamiento Lautarium (Konerding et al, 2021); programa TuinLEC, un tutor inteligente que se enfoca en la comprensión lectora a través de ejercicios interactivos y adaptativos. (Vidal-Abarca et al, 2014;Serrano-Mendizábal et al 2023). Cabe resaltar que en los estudios de Carretti et al (2017), y Madariaga-Orbea y Martínez-Villabeitia (2010) no se especifica el programa.…”

Section: Variables Sustantivasunclassified

Programas de entrenamiento y recursos tecnológicos en la mejora de la comprensión lectora en educación primaria

Berral-Ortiz,

Cáceres-Reche,

Romero-Rodríguez

et al. 2024

Inf. tecnol.

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En este estudio, se pretende determinar el impacto de los programas de entrenamiento y recursos tecnológicos en la comprensión lectora a través de una revisión de investigaciones en las bases de datos Scopus y Web of Science. Se subraya la importancia de la comprensión lectora en la educación y su influencia en el aprendizaje. Se realiza una revisión sistemática de 11 artículos siguiendo la declaración PRISMA con meta-análisis, con criterios de inclusión y exclusión, involucrando a estudiantes de educación primaria (6-12 años). Los resultados señalan mejoras en la comprensión lectoescritora con dichas intervenciones, aunque con variabilidad en la eficacia.

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Section: Variables Sustantivasunclassified

Programas de entrenamiento y recursos tecnológicos en la mejora de la comprensión lectora en educación primaria

Berral-Ortiz,

Cáceres-Reche,

Romero-Rodríguez

et al. 2024

Inf. tecnol.

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“…Thus, to support the acquisition of academic education, a number of intervention studies have been conducted to find ways to effectively improve students' RC (Alnahdi, 2015;Wright and Cervetti, 2017;Stevens et al, 2019;Silva-Maceda and Camarillo-Salazar, 2021;Serrano-Mendizabal et al, 2023). One particular focus in the metaanalyzes are interventions teaching the use of reading strategies (Rosenshine and Meister, 1994;Sencibaugh, 2007), thereby improving readers' metacognitive knowledge and skills to become strategic readers.…”

Section: Introductionmentioning

confidence: 99%

Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension?

Juhkam,

Jõgi,

Soodla

et al. 2023

Front. Psychol.

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The study examined the effect of reciprocal teaching on students’ reading comprehension, reading fluency, and metacognitive knowledge of reading strategies, especially among students with learning difficulties. The special focus was to assess how the increase in reading fluency and metacognitive knowledge during the intervention contributes to the reading comprehension outcome. The sample consisted of 301 Grade 3 students, of whom 77 had learning difficulties. Analyzes of (co)variances were used for estimating the effects of reciprocal teaching on the development of reading comprehension, reading fluency, and metacognitive knowledge. Multigroup path analysis was used for testing the effect of increase in reading fluency and metacognitive knowledge on reading comprehension. We found reciprocal teaching had a positive effect on reading comprehension, especially for students with learning difficulties. Reading fluency and metacognitive knowledge improved significantly, but similarly in both the intervention and control groups. However, the increase in metacognitive knowledge only contributed to reading comprehension in the intervention group, not in the control group. The study sheds light on the cognitive and metacognitive mechanisms underlying students’ reading comprehension process, emphasizing metacognitive knowledge and especially the systematic practice of reading strategies as key factors in improving reading comprehension.

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Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter?

Cited by 2 publications

References 68 publications

Programas de entrenamiento y recursos tecnológicos en la mejora de la comprensión lectora en educación primaria

Programas de entrenamiento y recursos tecnológicos en la mejora de la comprensión lectora en educación primaria

Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension?

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