Evaluating the efficacy of a teacher-guided comprehension-oriented learning strategy intervention among students in Grade 4

Kikas, Eve; Mädamürk, Kaja; Hennok, Liis; Sigus, Hardi; Talpsep, T.; Luptova, Olga; Kivi, Valentina

doi:10.1007/s10212-021-00538-0

Cited by 8 publications

(12 citation statements)

References 52 publications

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“…The Word List Memorization Task was used for assessing reported strategy use and perceived strategy effectiveness (see Kikas and Jõgi, 2016;Kikas et al, 2021). First, students were asked to memorize 21 Estonian nouns in Grades 3/4 and 24 Estonian nouns in Grade 9.…”

Section: Methodsmentioning

confidence: 99%

“…We expected that students who reported using COrLS would show better performance on both word-memorization tasks. Earlier studies have shown that categorization strategies support learning word lists in different age groups (Gaskill and Murphy, 2004;Ornstein et al, 2010;Kikas and Jõgi, 2016;Kikas et al, 2020Kikas et al, , 2021. Still, these relationships may be weak due to utilization deficiency (Bjorklund et al, 1997;Clerc et al, 2014).…”

Section: The Current Studymentioning

confidence: 98%

“…Therefore, researchers have suggested using task-specific strategy inventories, where questions refer to recently completed learning tasks (Samuelstuen and Bråten, 2007). One possibility is to use a word list memorization task with follow-up questions (Kikas and Jõgi, 2016;Kikas et al, 2020Kikas et al, , 2021.…”

Section: Assessing Learning Strategiesmentioning

confidence: 99%

“…Prior researchers have used word-memorization tasks which included reflection questions about the use and efficacy of various LS (Kikas and Jõgi, 2016;Kikas et al, 2020Kikas et al, , 2021. In these studies, words were shown simultaneously and could be easily visualized and categorized into abstract or perceptually based groups, but students were not given any suggestion that such categorization was possible.…”

Section: Assessing Learning Strategiesmentioning

confidence: 99%

“…The study was carried out in Estonia at two school levels [primary school (Grades 3/4) and middle school (Grade 9)] to examine possible effects of education level. Students' LS and learning outcomes were assessed via a word list memorization task with follow-up questions (Kikas and Jõgi, 2016;Kikas et al, 2020Kikas et al, , 2021.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Prior Knowledge on Comprehending Text About Learning Strategies

et al. 2021

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Good knowledge and skills in using different learning strategies is important for learning with understanding and even more critical during distance learning. Findings indicate that students tend to use and value ineffective learning strategies, thus there is need to educate students. This study aimed to analyze the possibility of using refutation text on learning strategies that students can study independently. The study examined how reported use of learning strategies and preexisting beliefs about the effectiveness of rehearsal and comprehension-oriented strategies relate to the comprehension of text about learning strategies, and how text comprehension is related to later use of strategies and the completion of learning tasks. Participants included 2,706 students from primary school (Grades 3 and 4) and 3,782 students from the end of middle school (Grade 9) across Estonia. Students’ learning strategies and learning outcomes were assessed via a web-based word list memorization task with follow-up questions. Students were asked to read a written text that was specifically developed to explain the advantages of abstract grouping. Text comprehension was assessed using multiple-choice questions. SEM models were used to answer the research questions. At both school levels, valuing comprehension-oriented learning strategies enhanced text comprehension, suggesting that prior beliefs are important to fully understand written text. In addition, student beliefs and text comprehension also increased use of more advanced strategies. However, students who used comprehension-oriented strategies showed ambiguous improvements in word memorization performance. These findings emphasize that reading about complex topics may be a starting point for learning, but should be followed up with additional discussions, examples, demonstrations, and practice.

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Section: Methodsmentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 98%

Section: Assessing Learning Strategiesmentioning

confidence: 99%

Section: Assessing Learning Strategiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of Prior Knowledge on Comprehending Text About Learning Strategies

et al. 2021

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Memorization strategies in basic school: grade-related differences in reported use and effectiveness

Hennok

Mädamürk²,

Kikas³

2022

Eur J Psychol Educ

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Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs

Leijen,

Baucal,

Pikk

et al. 2023

Eur J Psychol Educ

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Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analyzed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N = 1557) and their teachers (N = 121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students’ agency dimensions. Possible explanations and directions for further studies are discussed.

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Evaluating the efficacy of a teacher-guided comprehension-oriented learning strategy intervention among students in Grade 4

Abstract: Children's development and learning in kindergarten and school. The role of individual characteristics and contextual factors (e.g., teaching practices, parental support) in students' learning. Assessing and supporting learning to learn skills.

Cited by 8 publications

References 52 publications

Effects of Prior Knowledge on Comprehending Text About Learning Strategies

Effects of Prior Knowledge on Comprehending Text About Learning Strategies

Memorization strategies in basic school: grade-related differences in reported use and effectiveness

Opportunities to develop student’s math-related agency in primary education: the role of teacher beliefs

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