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Habók A, Oo TZ, Magyar A. The effect of reading strategy use on online reading comprehension. Heliyon 2024; 10:e24281. [PMID: 38298694 PMCID: PMC10827785 DOI: 10.1016/j.heliyon.2024.e24281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 12/28/2023] [Accepted: 01/05/2024] [Indexed: 02/02/2024] Open
Abstract
In the current age, digital technology is rapidly changing daily routines, and young people today spend most of their time using various digital tools. Therefore, traditional reading of the printed page is being transformed into digital reading of online texts among students. Thus, online reading strategies have become crucial for their development in online reading performance. This study aimed to investigate the effects of online reading strategies used by lower secondary students on reading comprehension achievement. It conducted an online survey of reading strategies, involving three types of reading strategies, global, problem-solving, and support. The study recruited 4527 students at the lower secondary school level in Hungary. The study examined the students' attitudes toward literature and grammar in their native language (L1), use of online reading strategies, reading comprehension skills, and language arts achievement as well as examining the relations between them with various methods of analysis (descriptive/inferential, Rasch and path analyses). The findings demonstrated that the students' problem-solving strategies (from among the three reading strategies) exerted significant and positive impacts on reading comprehension. Additionally, the students' attitudes toward L1 had a positively significant effect on their use of online reading strategies and language arts achievement and an indirect effect on reading comprehension skills. The study also found a significant relationship between language arts achievement and reading comprehension achievement. Therefore, this study is beneficial for language teachers in helping students improve reading comprehension skills.
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Affiliation(s)
- Anita Habók
- Institute of Education, University of Szeged, MTA–SZTE Digital Learning Technologies Research Group, Szeged, Hungary
| | - Tun Zaw Oo
- Doctoral School of Education, University of Szeged, MTA–SZTE Digital Learning Technologies Research Group, Szeged, Hungary
- Hungarian University of Agriculture and Life Sciences, Institute of Education, MTA-MATE Early Childhood Research Group, Kaposvár, Hungary
| | - Andrea Magyar
- MTA–SZTE Digital Learning Technologies Research Group, Center for Research on Learning and Instruction, University of Szeged, Szeged, Hungary
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Juhkam M, Jõgi AL, Soodla P, Aro M. Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension? Front Psychol 2023; 14:1191103. [PMID: 37720641 PMCID: PMC10502224 DOI: 10.3389/fpsyg.2023.1191103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Accepted: 08/07/2023] [Indexed: 09/19/2023] Open
Abstract
The study examined the effect of reciprocal teaching on students' reading comprehension, reading fluency, and metacognitive knowledge of reading strategies, especially among students with learning difficulties. The special focus was to assess how the increase in reading fluency and metacognitive knowledge during the intervention contributes to the reading comprehension outcome. The sample consisted of 301 Grade 3 students, of whom 77 had learning difficulties. Analyzes of (co)variances were used for estimating the effects of reciprocal teaching on the development of reading comprehension, reading fluency, and metacognitive knowledge. Multigroup path analysis was used for testing the effect of increase in reading fluency and metacognitive knowledge on reading comprehension. We found reciprocal teaching had a positive effect on reading comprehension, especially for students with learning difficulties. Reading fluency and metacognitive knowledge improved significantly, but similarly in both the intervention and control groups. However, the increase in metacognitive knowledge only contributed to reading comprehension in the intervention group, not in the control group. The study sheds light on the cognitive and metacognitive mechanisms underlying students' reading comprehension process, emphasizing metacognitive knowledge and especially the systematic practice of reading strategies as key factors in improving reading comprehension.
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Affiliation(s)
| | | | | | - Mikko Aro
- University of Jyväskylä, Jyväskylä, Finland
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Quantität und Qualität des Strategieeinsatzes von Grundschülerinnen und Grundschülern in reziproken Lesegruppen. ZEITSCHRIFT FÜR GRUNDSCHULFORSCHUNG 2022. [PMCID: PMC9127815 DOI: 10.1007/s42278-022-00142-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
ZusammenfassungZur Förderung der Leseleistungen von Schülerinnen und Schülern werden von nationalen und internationalen Experten Programme empfohlen, in denen Kinder gemeinsam an Leseaufgaben arbeiten und verschiedene Lesestrategien erlernen. Die Ergebnisse von Evaluationsstudien belegen die Wirksamkeit solcher Programme für die Entwicklung individueller Leseleistungen von Schülerinnen und Schülern, enthalten jedoch keine Informationen dazu, wie die gemeinsame Strategieanwendung in den Kleingruppen abläuft. Der vorliegende Beitrag betrachtet anhand von Videomaterial zu drei Messzeitpunkten, ob und wie Schülerinnen und Schüler der 3. Klasse gemeinsam die Lesestrategien Klären, Fragen und Vorhersagen auf Sachtexte anwenden und ob ein Trainingseffekt für Kinder in Kleingruppen festzustellen ist, die an einer peer-gestützten strategiebasierten Leseförderung teilgenommen haben. Dazu wird eine Interventionsgruppe mit einer Unterrichtskontrollgruppe verglichen, die regulären Deutschunterricht ohne explizite Strategieförderung erhielt. Sowohl die Quantität als auch die Qualität der Strategieanwendung in den Lesegruppen wurde anhand eines deduktiv entwickelten Schemas kodiert. Die Ergebnisse zeigen, dass zu allen drei Messzeitpunkten (Prä‑, Post- und Follow-up-Test) weniger als 50 % der Schülerinnen und Schüler Lesestrategien anwendeten. Am häufigsten wurde insgesamt die Strategie Fragen genutzt. Ein moderat positiver Trainingseffekt zeigte sich insbesondere für die Strategie Vorhersagen. Zu diskutieren ist, warum die Schülerinnen und Schüler nicht mehr Strategien auf einem höheren Elaborationsniveau anwendeten und ob weitere Kompetenzen für die wirkungsvolle Strategieanwendung in Kleingruppen benötigt werden. Die Untersuchung unterstreicht die Bedeutung prozessnaher Datenerhebung für die Weiterentwicklung von Fördermaßnahmen in Forschung und Praxis.
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Hu J, Yu H. Impact of extracurricular synchronous and asynchronous computer-mediated communication between students and teachers on digital reading performance: Evidence from 53 countries/regions. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:1559-1586. [PMID: 35935898 PMCID: PMC9340713 DOI: 10.1007/s10639-022-11223-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Accepted: 07/05/2022] [Indexed: 06/15/2023]
Abstract
This study compared the effects of extracurricular synchronous computer-mediated communication (SCMC) and asynchronous computer-mediated communication (ASCMC) between students and teachers on students' digital reading performance at different frequencies. 392,269 samples from 53 countries/regions that participated in the Programme for International Student Assessment 2018 were collected. Multilevel regression analysis showed that SCMC negatively influenced digital reading performance across countries/regions. As the frequency decreased, the negative effect of SCMC diminished. In contrast, ASCMC at a moderately low frequency could facilitate digital reading performance in some countries/regions; however, as frequency increased, the positive effect became negative. These results showed that synchronicity played a role in predicting students' digital reading performance. This study also explored the mediating effect of metacognition with Nelson and Naren's metacognitive control-monitoring model. A multilevel mediation analysis proved that the effects of SCMC and ASCMC on digital reading performance were mediated by students' metacognition of assessing credibility. Practical implications and suggestions for students' self-paced learning were discussed with the purpose of promoting the effective use of extracurricular CMC between students and teachers and improving students' digital reading achievement in the post-COVID-19 pandemic era.
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Affiliation(s)
- Jie Hu
- Department of Linguistics, School of International Studies, Institute of Asian Civilizations, Global Competency Center, Zhejiang University, 866 Yuhangtang Road, Hangzhou City, Zhejiang Province 310058 China
| | - Hangyan Yu
- Department of Linguistics, School of International Studies, Institute of Asian Civilizations, Global Competency Center, Zhejiang University, 866 Yuhangtang Road, Hangzhou City, Zhejiang Province 310058 China
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FERRAZ AS, SANTOS AAAD. Self-regulation for learning intervention in reading comprehension: an integrative review. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2021. [DOI: 10.1590/1982-0275202138e190179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract This integrative review aimed to investigate the structure of successful interventions in the development of self-regulation for learning to optimize reading comprehension of Basic Education students. The search for articles was carried out in five databases, and by the method of searching for quotes. Of the 137 items retrieved, 13 were eligible. The samples of the reported interventions were composed of students from the 3rdto 6thgrade, from American, German, and Slovenian schools. The interventions were of an instructional type, focusing on developing self-regulatory strategies to develop reading comprehension. The studies indicated that participation in the interventions increased the students' performance in this cognitive-linguistic skill. It is assumed that this review can assist psychologists and educators in preparing, applying, and monitoring the results of intervention programs to develop students' self-regulation in carrying out tasks that involve reading comprehension.
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McBreen M, Savage R. The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09584-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
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Teaching strategies to improve students’ vocabulary and text comprehension. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00489-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Muntoni F, Wagner J, Retelsdorf J. Beware of Stereotypes: Are Classmates' Stereotypes Associated With Students' Reading Outcomes? Child Dev 2020; 92:189-204. [PMID: 32100295 DOI: 10.1111/cdev.13359] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
This study examined the associations between classmates' reading-related gender stereotypes and students' reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students' individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students' individual reading-related gender stereotypes, classmates' gender stereotypes were negatively related to all of the boys' reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors.
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Schneider W. Programme zur Förderung kognitiver Fähigkeiten in Vorschule und Schule: Wie effektiv sind sie, und wie gut sind die Verfahren praktisch implementiert? ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2019. [DOI: 10.1024/1010-0652/a000231] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Der Beitrag beschäftigt sich mit neueren Trends bei der Entwicklung und Evaluation von kognitiven Trainingsprogrammen sowie ihrer Implementation in die pädagogisch-psychologische Praxis. Es wird konstatiert, dass die Fortschritte der letzten Jahrzehnte weniger in der theoretischen Weiterentwicklung basaler Konzepte als vielmehr in methodologischen Verbesserungen zu sehen sind. Im Hinblick auf die Trainingsinhalte finden sich unterschiedliche Ergebnistrends. Im Hinblick auf die Förderung von Gedächtnisstrategien ergaben sich mehrfach positive Effekte, leider jedoch keine Übertragung in publizierte Programme. Neue Studien fokussierten auf das Training des Arbeitsgedächtnisses, zeigten dabei kaum nennenswerte Effekte und wurden von daher auch selten als Programme publiziert. Die Situation im Hinblick auf das Training induktiven Denkens, der phonologischen Bewusstheit und der Lesekompetenz stellt sich im Vergleich deutlich positiver dar. Die Nachhaltigkeit der publizierten Programme konnte in allen genannten Bereich wiederholt demonstriert werden, wobei sich im Hinblick auf die Lesekompetenz besonders deutliche Auswirkungen für Lesestrategien zeigten. Nach wie vor zeigen sich jedoch Probleme bei dem Transfer wirksamer Programme in die pädagogisch-psychologische Praxis. Da nicht davon auszugehen ist, dass nachhaltig wirksame Fördermaßnahmen ohne weiteren Aufwand in die pädagogische Praxis übertragen werden können, werden sinnvolle Implementationsstrategien diskutiert. Es werden Empfehlungen für Vorgehensweisen gegeben, die eine enge Zusammenarbeit zwischen den Programmentwicklern, den jeweils involvierten Bildungsinstitutionen und den Personen (z. B. pädagogische Fachkräfte in Kindergärten und Schulen) implizieren. Diese sollten den nachhaltigen Einsatz effektiver Förderprogramme in pädagogischen Kontexten wahrscheinlicher machen.
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Fuchs D, Kearns DM, Fuchs LS, Elleman AM, Gilbert JK, Patton S, Peng P, Compton DL. Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction. EXCEPTIONAL CHILDREN 2019; 85:229-247. [PMID: 30636789 PMCID: PMC6327974 DOI: 10.1177/0014402918802801] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program's decoding/fluency (DF) and reading comprehension (COMP) dimensions, creating DF and DF+COMP treatments to parse the value of COMP. Students (N = 125) were randomly assigned to the 2 active treatments and controls. Treatment children were tutored 3 times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.
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Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis. EDUCATIONAL PSYCHOLOGY REVIEW 2018. [DOI: 10.1007/s10648-018-9445-7] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Völlinger VA, Supanc M, Brunstein JC. Examining between-group and within-group effects of a peer-assisted reading strategies intervention. PSYCHOLOGY IN THE SCHOOLS 2018. [DOI: 10.1002/pits.22121] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Koch H, Spörer N. Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-based Approach for Teacher Education. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2017. [DOI: 10.1177/1475725717700525] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Koch H, Spörer N. Förderung der Lesekompetenz mittels reziproken Lehrens: Implementation und Wirksamkeit imRegelunterricht. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2016. [DOI: 10.1024/1010-0652/a000176] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Ziel war es, die Effektivität zweier Interventionen zur Förderung der Lesekompetenz von Fünftklässlern zu untersuchen. Beide Treatments wurden von Regellehrkräften implementiert. Die eine Intervention war das reziproke Lehren, welches um Selbstregulationsprozeduren angereichert wurde (RT+SRL). Die zweite war eine von Lehrkräften konzipierte lesestrategiebasierte Unterrichtseinheit (Good Practice, GP). Zusätzlich gab es eine No-Treatment-Kontrollgruppe (KG0). Insgesamt nahmen an der Studie N = 244 Schüler teil. Im Rahmen eines Pre-, Post-, Follow-Up-Test-Untersuchungsplans kamen standardisierte Leseverständnisaufgaben, selbstkonstruierte Lesestrategieaufgaben und eine Selbstwirksamkeitsskala zum Einsatz. Kontrastierende Einzelvergleichsanalysen ergaben, dass sich die Schüler der Treatmentbedingung RT+SRL im Vergleich zu den Schülern der Kontrollgruppe zum Post-Test signifikant stärker im Leseverständnis, in der Lesestrategieanwendung und in der Selbstwirksamkeit verbesserten. Gleiches galt für die Lesestrategieanwendung zum Follow-Up-Test. Schüler der Bedingung GP konnten im Vergleich zu KG0-Schülern weder zum Post- noch zum Follow-Up-Test vorteilige Ergebnisse in den drei Kriteriumsmaßen erzielen.
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Affiliation(s)
- Helvi Koch
- Psychologische Grundschulpädagogik, Universität Potsdam
| | - Nadine Spörer
- Psychologische Grundschulpädagogik, Universität Potsdam
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Kim DH, Wang C, Ahn HS, Bong M. English language learners' self-efficacy profiles and relationship with self-regulated learning strategies. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.01.016] [Citation(s) in RCA: 84] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Behrmann L, Souvignier E. Effects of fit between teachers’ instructional beliefs and didactical principles of reading programs. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2015. [DOI: 10.1007/s10212-014-0241-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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