Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching |
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| Authors: | Nadine Spörer Joachim C Brunstein Ulf Kieschke |
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| Institution: | 1. University of Oregon, Center on Teaching and Learning, United States;2. California State University, Chico, United States;3. University of Minnesota, Twin Cities, United States |
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| 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 experimenter-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 students in instructor-guided and traditional instruction groups on a standardized reading comprehension test. |
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