Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-Based Approach for Teacher Education

Autor/inn/en	Koch, Helvi; Spörer, Nadine
Titel	Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-Based Approach for Teacher Education
Quelle	In: Psychology Learning and Teaching, 16 (2017) 2, S.197-211 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725717700525
Schlagwörter	Reading Comprehension; Reading Improvement; Reading Strategies; Student Improvement; Evidence Based Practice; Preservice Teacher Education; Intervention; Teaching Skills; Reading Skills; Reciprocal Teaching; Control Groups; Experimental Groups; Teaching Methods; Pretests Posttests; Quasiexperimental Design; Statistical Analysis; Pedagogical Content Knowledge; Foreign Countries; College Students; Germany + Suchen Sie Ihr Suchwort? Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Lehramtsstudiengang; Lehrerausbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Pädagogische Kompetenz; Ausland; Collegestudent; Deutschland
Abstract	In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n = 61 students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as in reading speed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01