Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching

Spörer, Nadine; Brunstein, Joachim C.; Kieschke, Ulf

doi:10.1016/j.learninstruc.2008.05.003

Cited by 210 publications

(162 citation statements)

References 33 publications

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“…Previous studies on similar multiple strategy approaches show positive results (Andreassen & Bråten, 2011;Spörer et al, 2009), although these approaches have not targeted narrative comprehension in particular. A possible explanation relates to the assumed ordinariness of the control condition.…”

Section: Discussionmentioning

confidence: 99%

“…In the past decade, particular attention has been given to the testing of more complex set of comprehension strategies (c.f. Spörer, Brunstein, & Kieschke, 2009;Andreasson & Bråten, 2011). A practical advantage of multiple strategy approaches -given that they are proven effective -is that the scope and variety of multiple strategy activities make them suitable for long-term programs in authentic classrooms.…”

Section: Introductionmentioning

confidence: 99%

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Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Tengberg¹,

Olin-Scheller²,

Lindholm³

2015

L1 Educational Studies in Language and Literature

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This is the published version of a paper published in L1-Educational Studies in Language and Literature.Citation for the original published paper (version of record):Tengberg, M. (2015) Improving Students' Narrative Comprehension through a Multiple Strategy Approach: Effects of Dialogic Strategy Instruction in Secondary School. Language and Literature,[15][16][17][18][19][20][21][22][23][24][25] Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. L1-Educational Studies in Permanent link to this version:http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35973 1 Tengberg, M., Olin-Scheller & Lindholm, A. (2015). Improving students' narrative comprehension through a multiple strategy approach. vol. 15, Department of Educational Studies, Karlstad University, Sweden, email: michael.tengberg@kau This article reports on an intervention study using a multiple strategy approach -called Dialogic Strategy Instruction (DSI) -to improve seventh grade students' narrative comprehension in terms of students' ability to generate inferences and develop interpretations of characters and events. DSI combines strategy instruction with dialogical principles for classroom discussion and response writing. After a 13-week intervention period, students in the intervention condition demonstrated significant improvement in generating inferences and interpretations compared to pre-test results. However, the average effect was small and the improvement was not significantly different relative to controls. An analysis of students with low pre-test scores showed that the intervention group had made significant and strong improvement relative to controls. Results for middle and high achievers were non-significant in this respect. Therefore, although DSI appears valuable for low achievers, results indicate that the instructional principles implemented may not offer instructional support for all children. Possible reasons for the absence of a general effect are discussed and directions for future research are suggested.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Tengberg¹,

Olin-Scheller²,

Lindholm³

2015

L1 Educational Studies in Language and Literature

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“…La fluidez se refiere al control que alcanza el lector sobre el nivel superficial del texto, en términos de velocidad, precisión y expresividad, lo cual permite el paso a niveles profundos de procesamiento (National Reading Panel, 2000). Numerosos autores consideran que la fluidez es un componente necesario -aunque no suficiente-para comprender un texto eficientemente (Meisinger, Bloom y Hynd, 2010;Sporer, Brunstein, y Kieschke, 2009y Yeo, 2008. Meisinger et al, (2010) estudiaron la relación entre la comprensión lectora y la fluidez en 50 niños de 8 a 12 años de edad.…”

Section: Breve Referente Teóricounclassified

“…A pesar de la gran cantidad de investigaciones al respecto (Cain, Bryant y Oakhill, 2004;Carretti, Borella, Cornoldi y De Beni, 2009;Meisinger, Bloom y Hynd, 2010;Nation, Snowling y Clark, 2007y Sporer, Brunstein, y Kieschke, 2009) no existen resultados del todo concluyentes en cuanto a la naturaleza de la relación entre las variables comprensión lectora con la memoria de trabajo, la fluidez y el vocabulario. Tampoco se ha podido establecer con certeza la dirección o causalidad del vínculo entre vocabulario y comprensión (Cain y Oakhill, 2006y Cromley et al, 2014.…”

Section: Breve Referente Teóricounclassified

Comprensión lectora, memoria de trabajo, fluidez y vocabulario en escolares cubanos

2016

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El presente artículo examina algunos factores cognitivos asociados a las dificultades de comprensión lectora de un grupo de estudiantes de tercero y quinto grados del municipio Marianao, provincia La Habana, Cuba en el año 2013. Participaron 108 estudiantes, 54 del sexo femenino y 54 del sexo masculino, con edades comprendidas entre los 8 y 10 años. Fueron evaluadas la comprensión lectora, la memoria de trabajo verbal, la fluidez y el vocabulario. Los principales resultados muestran que la memoria de trabajo verbal, la fluidez y el vocabulario se correlacionan positiva y significativamente con la comprensión lectora, por lo que pueden considerarse buenos predictores del desempeño en relación con este proceso. En relación con cada una de estas variables se observa un mejor rendimiento de los estudiantes de quinto grado, con respecto a los de tercer grado.

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“…These processes are considered cyclic because each process entails information that can lead to changes in a subsequent step of the cycle. These processes qualify as self-reflective cognition activities and the associated corrective processes are central features of each step of the cycle (Sporer, et al, 2009).…”

Section: F Zimmerman's Applied Social-cognitive Model Of Self-regulamentioning

confidence: 99%

Research-based Teaching Comprehension Strategies: Bridging the Gap

Mudzielwana¹

2013

JLTR

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Abstract-I present research-based strategies for teaching reading comprehension. In order to read and understand texts, learners must know which strategies to use. Teachers find the teaching of reading comprehension strategies challenging and do not teach it effectively. As a result, learners struggle to read texts with understanding. This article is based on empirical research done on reading comprehension teaching to Grade 3 Tshivenda-speaking learners. The study found that the teaching of reading comprehension strategies depend on the theoretical knowledge of teachers and their practical experience in teaching comprehension.

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Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching

Cited by 210 publications

References 33 publications

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Comprensión lectora, memoria de trabajo, fluidez y vocabulario en escolares cubanos

Research-based Teaching Comprehension Strategies: Bridging the Gap

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