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ERIC Number: EJ830387
Record Type: Journal
Publication Date: 2009-Jun
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0959-4752
Improving Students' Reading Comprehension Skills: Effects of Strategy Instruction and Reciprocal Teaching
Sporer, Nadine; Brunstein, Joachim C.; Kieschke, Ulf
Learning and Instruction, v19 n3 p272-286 Jun 2009
The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A