Journal article

Publication year: 2009

Pages: 272-286

Journal: Learning and Instruction

Volume number: 19

Issue number: 3

ISSN: 0959-4752

eISSN: 1873-3263

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

Publisher: 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 Citation style: 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 Citation style: 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