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ERIC Number: EJ1156309
Record Type: Journal
Publication Date: 2017-Sep
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1307-9298
EISSN: N/A
Improving the Reading Comprehension of Primary-School Students at Frustration-Level Reading through the Paraphrasing Strategy Training: A Multiple-Probe Design Study
Ilter, Ilhan
International Electronic Journal of Elementary Education, v10 n1 p147-161 Sep 2017
The purpose of this study was to investigate the effectiveness of "RAP" [RAP is a three-step strategy: Read-Ask-Put], a paraphrasing cognitive strategy training, associated with a self-regulatory model, on the development of reading comprehension among fourth-grade students. All participants were selected on the basis of initial reading comprehension measures and consisted of three male students who were identified as being at a frustration-level reading. A multiple-probe design across participants was used. As a result, the participants showed significant improvements in the text recall and an enhancement their reading comprehension skills. Two of the participants were able to maintain their improvements and generalized each step of the strategy in the "RAP" to different content-area texts. The remaining participant made remarkable improvements with respect to the baseline phase, but did not maintain and generalize the strategy. Suggestions were made for improving future research investigating the effects of RAP paraphrasing strategy.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A