ERIC Number: EJ1146828
Record Type: Journal
Publication Date: 2017-Jul
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-7257
EISSN: N/A
Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-Based Approach for Teacher Education
Koch, Helvi; Spörer, Nadine
Psychology Learning and Teaching, v16 n2 p197-211 Jul 2017
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A