Effectiveness of a Pronoun Interpretation Explicit Teaching on 1st-Graders' Comprehension.
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| Title: | Effectiveness of a Pronoun Interpretation Explicit Teaching on 1st-Graders' Comprehension. |
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| Authors: | Boggio, Cynthia1 (AUTHOR) cynthia.boggio@univ-grenoble-alpes.fr, Bosse, Marie-Line1 (AUTHOR), Bianco, Maryse2 (AUTHOR) |
| Source: | Journal of Research in Childhood Education. 2026, Vol. 40 Issue 3, p508-523. 16p. |
| Subject Terms: | *Pronouns, *Reading comprehension, *First grade (Education), *Students, *Early childhood education, *Direct instruction, *Language acquisition |
| Abstract: | Pronoun comprehension is widely recognized as an essential tool for both oral and reading comprehension. For beginning readers, however, interpreting pronominal expressions can be particularly challenging. Explicit training in the comprehension skills needed to interpret pronouns has been shown to be helpful for children in grades 3–5, but has never been shown to be helpful in lower grades. The purpose of this study was to determine whether explicit training in pronoun interpretation could be beneficial for the skill being trained as early as 1st grade, and whether this positive effect generalizes to broader comprehension skills. A pretest-training-posttest protocol was set up with 153 French 1st-graders who were divided into two groups: an experimental group that received explicit training in pronoun interpretation and an active control group whose training focused on global comprehension of narrative text without a focus on pronoun interpretation. Results show that explicit pronoun interpretation training was more effective than global comprehension training in improving students' ability to interpret pronouns, and that the two types of training produced equivalent gains in overall comprehension. This study demonstrates for the first time that it is possible to train and improve 1st-graders' pronoun interpretation skills using an explicit approach. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195177474 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effectiveness of a Pronoun Interpretation Explicit Teaching on 1st-Graders' Comprehension. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Boggio%2C+Cynthia%22">Boggio, Cynthia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cynthia.boggio@univ-grenoble-alpes.fr</i><br /><searchLink fieldCode="AR" term="%22Bosse%2C+Marie-Line%22">Bosse, Marie-Line</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bianco%2C+Maryse%22">Bianco, Maryse</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Childhood+Education%22">Journal of Research in Childhood Education</searchLink>. 2026, Vol. 40 Issue 3, p508-523. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Pronouns%22">Pronouns</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22First+grade+%28Education%29%22">First grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Direct+instruction%22">Direct instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Pronoun comprehension is widely recognized as an essential tool for both oral and reading comprehension. For beginning readers, however, interpreting pronominal expressions can be particularly challenging. Explicit training in the comprehension skills needed to interpret pronouns has been shown to be helpful for children in grades 3–5, but has never been shown to be helpful in lower grades. The purpose of this study was to determine whether explicit training in pronoun interpretation could be beneficial for the skill being trained as early as 1st grade, and whether this positive effect generalizes to broader comprehension skills. A pretest-training-posttest protocol was set up with 153 French 1st-graders who were divided into two groups: an experimental group that received explicit training in pronoun interpretation and an active control group whose training focused on global comprehension of narrative text without a focus on pronoun interpretation. Results show that explicit pronoun interpretation training was more effective than global comprehension training in improving students' ability to interpret pronouns, and that the two types of training produced equivalent gains in overall comprehension. This study demonstrates for the first time that it is possible to train and improve 1st-graders' pronoun interpretation skills using an explicit approach. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195177474 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02568543.2025.2468480 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 508 Subjects: – SubjectFull: Pronouns Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: First grade (Education) Type: general – SubjectFull: Students Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Direct instruction Type: general – SubjectFull: Language acquisition Type: general Titles: – TitleFull: Effectiveness of a Pronoun Interpretation Explicit Teaching on 1st-Graders' Comprehension. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Boggio, Cynthia – PersonEntity: Name: NameFull: Bosse, Marie-Line – PersonEntity: Name: NameFull: Bianco, Maryse IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 02568543 Numbering: – Type: volume Value: 40 – Type: issue Value: 3 Titles: – TitleFull: Journal of Research in Childhood Education Type: main |
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