Rethinking Strategy Instruction: Direct Reading Strategy Instruction versus Computer-Based Guided Practice

Autor/inn/en	Lenhard, Wolfgang; Baier, Herbert; Endlich, Darius; Schneider, Wolfgang; Hoffmann, Joachim
Titel	Rethinking Strategy Instruction: Direct Reading Strategy Instruction versus Computer-Based Guided Practice
Quelle	In: Journal of Research in Reading, 36 (2013) 2, S.223-240 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2011.01505.x
Schlagwörter	Reading Instruction; Reading Strategies; Metacognition; Reading Comprehension; Grade 6; Computer Assisted Instruction; Educational Technology; Teaching Methods; Feedback (Response); Program Effectiveness; Foreign Countries; Intelligent Tutoring Systems; Reading Difficulties; Reading Fluency; Verbal Ability; Pretests Posttests; Questionnaires; Semantics; Germany + Suchen Sie Ihr Suchwort? Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; School year 06; 6. Schuljahr; Schuljahr 06; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Intelligentes Tutorsystem; Reading difficulty; Leseschwierigkeit; Mündliche Leistung; Fragebogen; Semantik; Deutschland
Abstract	There are many established reading strategy training programmes, which explicitly teach strategic and meta-cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta-cognitive skills, the effects do not always transfer to reading comprehension. Therefore, to investigate preconditions for knowledge transfer, two different strategy training programmes were implemented in nine classes of Grade 6 students ("N" = 148) over the course of one school year. One programme involved teacher-directed instruction of declarative meta-cognitive knowledge ("Reading Detectives"; Ruhl & Souvignier, 2006). The other aimed at improving executive meta-cognition by guided practice: students worked with a computer program based on latent semantic analysis (LSA) ("conText") and received immediate feedback on written summaries. Although both groups improved their strategy knowledge to the same extent, the "conText" group showed a greater improvement in reading comprehension. These findings suggest that guided practice, which is characterised by intensive practice and individualised corrective feedback, is superior to explicitly teaching strategy knowledge. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10