Improving reading comprehension in reading and listening settings: The effect of two training programmes focusing on metacognition and working memory

Abstract

Our study suggests that activities focusing specifically on metacognition and WM could foster text comprehension, but the potential benefit is influenced by the training modality, that is, the Reading group obtained greater and longer-lasting improvements than the Active control or Listening groups.

Improvements in Reading Comprehension Performance After a Training Program Focusing on Executive Processes of Working Memory

“…These results are consistent with previous findings collected by García-Madruga et al (2013) and are in line with a compensation effect identified in other training studies (e.g., Carretti et al 2014;Cornoldi et al 2015). The negative correlations between baseline cognitive performance and training gains could stem from the fact that the procedure used in our training program promoted a better executive control of processes implicated in WM and reading comprehension, rather than inducing participants to use particular strategies.…”

“…WM training in children have had some effect in improving or sustaining reading comprehension (Henry et al 2014). There is also some preliminary evidence of training involving WM processes having positive effects on children's-without reading comprehension or WM difficulties-reading comprehension at school (e.g., García-Madruga et al 2013;Carretti et al 2014), sustaining the importance of these interventions in improving such a crucial ability. The originality of these studies lies in that the training activities were proposed in the classroom, as part of normal school activities.…”

“…WM plays a crucial part in text comprehension (e.g., Daneman and Merikle 1996), enabling readers to process information in the text and keep it accessible in order to construct a coherent representation of the text's meaning. A moderate-to-strong relationship between WM and text comprehension has been demonstrated in typically developing children of various ages (e.g., Swanson 1996;Carretti et al 2014), and across the lifespan (e.g., Siegel 1994;Borella et al 2011). Findings also suggest that WM accounts for individual (e.g., Carretti et al 2009) and age-related differences in text comprehension performance (e.g., De Beni et al 2007).…”

“…As discussed below, these studies proposed reading activities requiring WM (e.g., integrating information coming from different sources), and found positive effects on participants' reading comprehension skills. One of these studies (Carretti et al 2014) presented activities focusing on WM combined with others crucial to the construction of a coherent mental representation of the text, and thus to the comprehension of its content (e.g., Spooner et al 2006). The latter activities were based on metacognition, i.e., the ability to reflect on the nature of reading comprehension and the skills required, and to use effective strategies to complete a reading comprehension task, and to monitor comprehension level (e.g., LaJoie 2008).…”

Relação entre compreensão leitora e habilidades cognitivas e linguísticas em escolares com distúrbio de aprendizagem

“…A ocorrência de déficits na compreensão leitora em indivíduos diagnosticados com Distúrbio de Aprendizagem é amplamente apontada na literatura e, desta forma, merece atenção especial (SILVER et al, 2008;WU;HUAN;MENG, 2008;PINHEIRO;MACHADO;OLIVEIRA;CAPELLINI, 2012 JERMAN, 2007;SESMA et. al., 2009;FARIA;JÚNIOR, 2012;BOTTINO;PICCOLLO;CARRETTI et al, 2014;SCHROEDER, 2014 A habilidade cognitiva de memória de trabalho fonológica foi a que mais se destacou dentre as habilidades testadas. Foi à única que evidenciou diferença estatística na comparação entre os grupos experimentais, com melhor desempenho do GE2.…”