ERIC Number: ED373313
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Positive Effects of Teaching Emergent Readers To Verbalize Effective Reading Strategies.
Hellekson, Linda E.; Feitler, Fred C.
A study examined the effect of the active verbalization model in a supplemental reading program to develop metacognitive learning ability in emergent readers. Subjects, 38 below-average first graders from a middle-class elementary school in Ohio, were assigned to one of three groups based on classroom assignments. The teacher instructed the first group in paraphrasing and self-verbalization techniques for an entire school year. The second group received the same treatment for the second semester only, and the third group received similar instruction without the use of instructional discussions and paraphrasing techniques. Subjects were pre- and posttested with the Gates MacGinitie Reading Test. The study was replicated for a second year. Results indicated that: (1) subjects who received paraphrasing instruction for the second semester only made slightly higher gains than subjects who received instruction for the entire year; (2) both groups had significantly higher gains than the control group; and (3) children receiving paraphrasing instruction appeared to approach reading as the linkage of associated reading strategies used to derive meaning from print, while control group children appeared to approach reading in a fragmented manner. Findings suggest that teaching children to read strategically helps them become more independent and fluent and increases metacognitive approaches to reading comprehension. (Contains 33 references, a figure illustrating the active verbalization model, and a figure of data are included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Ohio; Paraphrase
Note: Paper presented at the Annual Meeting of the American Educational Research Association (75th, New Orleans, LA, April 4-8, 1994).