The effect of a distributed metacognitive strategy intervention on reading comprehension
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F23%3A00568058" target="_blank" >RIV/68081740:_____/23:00568058 - isvavai.cz</a>
Result on the web
<a href="https://link.springer.com/article/10.1007/s11409-023-09334-1" target="_blank" >https://link.springer.com/article/10.1007/s11409-023-09334-1</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s11409-023-09334-1" target="_blank" >10.1007/s11409-023-09334-1</a>
Alternative languages
Result language
angličtina
Original language name
The effect of a distributed metacognitive strategy intervention on reading comprehension
Original language description
Reading interventions that focus on metacognitive strategy instruction for elementary students reveal positive effects but also require extensive teacher training and significant oversight by the research team. In the current study, a more ‘hands off’ scalable approach to strategy instruction was tested, where initial teacher training and materials were provided to Grade 3-5 teachers to integrate into their classrooms over a full academic year. Students in the treatment condition (N = 195) were contrasted with students in a typical classroom practice comparison group (N = 212). Structural equation modeling revealed that students in the intervention showed greater gains in strategic awareness and on a standardized test of reading comprehension and vocabulary than their peers in the comparison group. Interestingly, the benefits of the intervention were consistent across grade levels, and prior reading performance and reading self-efficacy.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Metacognition and Learning
ISSN
1556-1623
e-ISSN
1556-1631
Volume of the periodical
18
Issue of the periodical within the volume
2
Country of publishing house
US - UNITED STATES
Number of pages
20
Pages from-to
405-424
UT code for WoS article
000920829500001
EID of the result in the Scopus database
2-s2.0-85146872486