Journalartikel

Jahr der Veröffentlichung: 2009

Seiten: 272-286

Zeitschrift: Learning and Instruction

Bandnummer: 19

Heftnummer: 3

ISSN: 0959-4752

eISSN: 1873-3263

DOI Link: https://doi.org/10.1016/j.learninstruc.2008.05.003

Verlag: Elsevier

Abstract: 
The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experiment-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed use than the control students who received traditional instruction groups on a standardized reading comprehension test. (C) 2008 Elsevier Ltd. All rights reserved.

Harvard-Zitierstil: Spoerer, N., Brunstein, J. and Kieschke, U. (2009) Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching, Learning and Instruction, 19(3), pp. 272-286. https://doi.org/10.1016/j.learninstruc.2008.05.003

APA-Zitierstil: Spoerer, N., Brunstein, J., & Kieschke, U. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction. 19(3), 272-286. https://doi.org/10.1016/j.learninstruc.2008.05.003