The effect of a distributed metacognitive strategy intervention on reading comprehension

0568058 - PSÚ 2024 RIV US eng J - Článek v odborném periodiku
Urban, Marek - Urban, K. - Nietfeld, J.L.
The effect of a distributed metacognitive strategy intervention on reading comprehension.
Metacognition and Learning. Roč. 18, č. 2 (2023), s. 405-424. ISSN 1556-1623. E-ISSN 1556-1631
Institucionální podpora: RVO:68081740
Klíčová slova: strategy instruction * reading comprehension * metacognitive strategy * intervention * elementary students
Obor OECD: Psychology (including human - machine relations)
Impakt faktor: 3.3, rok: 2022
Způsob publikování: Omezený přístup
https://link.springer.com/article/10.1007/s11409-023-09334-1

Reading interventions that focus on metacognitive strategy instruction for elementary students reveal positive effects but also require extensive teacher training and significant oversight by the research team. In the current study, a more ‘hands off’ scalable approach to strategy instruction was tested, where initial teacher training and materials were provided to Grade 3-5 teachers to integrate into their classrooms over a full academic year. Students in the treatment condition (N = 195) were contrasted with students in a typical classroom practice comparison group (N = 212). Structural equation modeling revealed that students in the intervention showed greater gains in strategic awareness and on a standardized test of reading comprehension and vocabulary than their peers in the comparison group. Interestingly, the benefits of the intervention were consistent across grade levels, and prior reading performance and reading self-efficacy.
Trvalý link: https://hdl.handle.net/11104/0340107