Developing higher-order reading skills in mainstream primary schools: A metacognitive and self-regulatory approach

2020
The ability to read relies upon not just decoding, but also comprehending text. Being a good comprehender requires strategic reading and implies the use of comprehension strategies. Research indicates that readers who are taught several reading comprehension strategies have better reading skills than those only taught a single strategy. One multiple strategy reading comprehension intervention was evaluated using a mixed-model quasi-experimental design. Intervention and control conditions groups were assessed at pre- and post-test points with standardised reading comprehension abilities, measured as the primary outcome measure. Implementation science principles were observed and evaluated. The schools all served areas of low socio-economic status. 74 pupils (aged 9-10) in five classes in four primary-level mainstream schools in a Scottish local authority were recruited as participants. Training was provided to participating schools by the first author and the programme was delivered in four sessions of 45 minutes per week for 8 weeks. An ANCOVA revealed a statistically significant effect of condition. Statistically significant scores were also evident in the secondary outcome measures of decoding of target word skills, children's self-reports of their reading strategy use and recreational reading frequency. Implementation tools indicated that the intervention was acceptable and feasible to implement. Implications of introducing this multiple strategy reading comprehension programme and of the evaluation of implementation are discussed.
BRITISH EDUCATIONAL RESEARCH JOURNAL
页码:399-420|卷号:46|期号:2
ISSN:0141-1926
收录类型
SSCI
发表日期
2020
学科领域
循证教育学
国家
苏格兰
语种
英语
DOI
10.1002/berj.3584
其他关键词
LEARNING-DISABILITIES; COMPREHENSION; STUDENTS; INTERVENTION; INSTRUCTION; IMPAIRMENT
EISSN
1469-3518
资助机构
North Ayrshire Council; East Ayrshire Council
资助信息
This work was undertaken within North Ayrshire, Scotland and with the support of North Ayrshire Council and East Ayrshire Council.
被引频次(WOS)
2
被引更新日期
2022-01
来源机构
University of Strathclyde University of Strathclyde
关键词
reading comprehension metacognition elementary school implementation science