Making the right connections: Differential effects of reading intervention for subgroups of comprehenders |
| |
| Authors: | Kristen L McMaster Paul van den Broek Christine A Espin Mary Jane White David N Rapp Panayiota Kendeou Catherine M Bohn-Gettler Sarah Carlson |
| |
| Institution: | 1. East Carolina University, United States;2. University of Massachusetts Boston, United States;3. University of Illinois at Chicago, United States;4. East Carolina University, United States;1. 131 47th ST, Port Townsend, WA, USA;2. University of Virginia, Charlottesville, VA, USA;3. Michigan State University, East Lansing, MI, USA;4. University of Texas Health Science Center at Houston, Houston, TX, USA;5. University of Texas at Austin, Austin, TX, USA;6. Vanderbilt University, Nashville, Tennessee, USA |
| |
| Abstract: | The purpose of this study was to compare the effects of different types of questioning interventions on students' reading comprehension. Fourth-grade students (n = 246) were identified as struggling, average, or good readers and assigned randomly within school to one of three questioning interventions: two inferential conditions (Causal or General) or one literal condition (“Who, What, Where, When” or W-questioning). Teachers delivered the interventions for 20–30 min, 2–4 times per week, for 8–10 weeks. All readers made reliable pre- to posttest comprehension gains as measured by story recall (ps < .001 to .04). Differential effects for intervention were found between two subgroups of struggling comprehenders—elaborators and paraphrasers. Elaborators benefited more than paraphrasers from Causal questioning (d = .86) whereas paraphrasers benefited more than elaborators from General questioning (d = 1.46). These findings suggest that identifying subgroups is important in developing and evaluating the effectiveness of reading comprehension interventions. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
