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Undervisning i lässtrategier för ökad läsförståelse : En interventionsstudie i årskurs 4 / Instruction in reciprocal reading : An intervention study in Grade 4

Authors
  • Bäckström, Heléne
  • Vik, Lisette
Publication Date
Jan 01, 2022
Source
DiVA - Academic Archive On-line
Keywords
Language
Swedish
License
Green
External links

Abstract

This study explores reciprocal teaching and the effectiveness of reading strategies, focusing on linguistic versus metacognitive ability, for improving reading comprehension. The participants were 22 fourth-grade students identified with poor reading comprehension, from two schools in Sweden. The intervention took place during 8 lessons distributed over 2 weeks' time. The participants were divided into two intervention-groups, one targeting linguistic ability (to clarify words and summerize), the other one targeting metacognitive abilities (to predict content and ask questions). Participants' linguistic and metacognitive ability were assessed in pre- and posttests. The results revealed that instruction focusing on linguistic ability showed  significant effect on clarifying words, while the instruction focusing on metacognition made a significant effect on students' ability to formulate questions.

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