The effect of a distributed metacognitive strategy intervention on reading comprehension

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

The effect of a distributed metacognitive strategy intervention on reading comprehension

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

The effect of a distributed metacognitive strategy intervention on reading comprehension

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Metacognition and Learning

ISSN

1556-1623

e-ISSN

1556-1631

Svazek periodika

18

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

20

Strana od-do

405-424

Kód UT WoS článku

000920829500001

EID výsledku v databázi Scopus

2-s2.0-85146872486