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The Effect of a Strategy Training on Reading Comprehension in Fourth-Grade Students

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Title: The Effect of a Strategy Training on Reading Comprehension in Fourth-Grade Students
Language: English
Authors: Muijselaar, Marloes (ORCID 0000-0003-0761-653X), Swart, Nicole, Steenbeek-Planting, Esther, Droop, Mienke, Verhoeven, Ludo, de Jong, Peter
Source: Journal of Educational Research. 2018 111(6):690-703.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Students, Grade 4, Reading Instruction, Reading Strategies, Reading Comprehension, Intervention, Reciprocal Teaching, Instructional Effectiveness, Foreign Countries, Difficulty Level, Reading Tests, Achievement Tests, Reading Achievement, International Assessment, Reading Rate, Intelligence Tests, Verbal Ability, Vocabulary, Learner Engagement, Pretests Posttests
Geographic Terms: Netherlands
Assessment and Survey Identifiers: Progress in International Reading Literacy Study, Peabody Picture Vocabulary Test, Raven Progressive Matrices
DOI: 10.1080/00220671.2017.1396439
ISSN: 0022-0671
Abstract: Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension.
Abstractor: As Provided
Number of References: 63
Entry Date: 2018
Accession Number: EJ1193514
Database: ERIC
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  Data: The Effect of a Strategy Training on Reading Comprehension in Fourth-Grade Students
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  Data: <searchLink fieldCode="AR" term="%22Muijselaar%2C+Marloes%22">Muijselaar, Marloes</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0761-653X">0000-0003-0761-653X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Swart%2C+Nicole%22">Swart, Nicole</searchLink><br /><searchLink fieldCode="AR" term="%22Steenbeek-Planting%2C+Esther%22">Steenbeek-Planting, Esther</searchLink><br /><searchLink fieldCode="AR" term="%22Droop%2C+Mienke%22">Droop, Mienke</searchLink><br /><searchLink fieldCode="AR" term="%22Verhoeven%2C+Ludo%22">Verhoeven, Ludo</searchLink><br /><searchLink fieldCode="AR" term="%22de+Jong%2C+Peter%22">de Jong, Peter</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension.
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