The effects of using cognitive strategies on children’s reading comprehension

This digest found in

English

Authors

Takala, M., University of Helsinki, Finland

Publisher

Scandinavian Journal of Educational Research, Vol. 50, No. 5), 2006, pp. 559-576.

[Original title: The effects of reciprocal teaching on reading comprehension in mainstream and special (SLI) education]

Introduction

What cognitive strategies can be used to enhance pupils’ reading comprehension skills?

This study set out to explore the effect of using a set of four cognitive strategy interventions on children’s reading comprehension skills. These are collectively known as reciprocal teaching. The study examined the effects of using these methods in both mainstream classes and special education classes where the pupils had specific language impairment (SLI). Six classes were involved in the study, three mainstream and three special education classes, each using the interventions for a period of five weeks. The pupils were aged 10 and 12 years. The effects of the intervention were measured by using a pre-test, post-test and delayed post-test and results compared with a control group for each class. The intervention was found to have a positive effect in the class of 10-year-olds, and was also beneficial in the SLI classes. In the classes of 12-year-olds, the fifteen-lesson intervention was successful, but not the 10-lesson intervention.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction How did the pupils benefit? What were the strategies used in this study? What does this reveal about teaching reading comprehension? How was this study carried out? Implications Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader The effects of using cognitive strategies on children’s reading comprehension This digest found in English Send to a friend Word doc 60KB Printer friendly Collate for later Authors Takala, M., University of Helsinki, Finland Publisher Scandinavian Journal of Educational Research, Vol. 50, No. 5), 2006, pp. 559-576. [Original title: The effects of reciprocal teaching on reading comprehension in mainstream and special (SLI) education] Introduction What cognitive strategies can be used to enhance pupils’ reading comprehension skills? This study set out to explore the effect of using a set of four cognitive strategy interventions on children’s reading comprehension skills. These are collectively known as reciprocal teaching. The study examined the effects of using these methods in both mainstream classes and special education classes where the pupils had specific language impairment (SLI). Six classes were involved in the study, three mainstream and three special education classes, each using the interventions for a period of five weeks. The pupils were aged 10 and 12 years. The effects of the intervention were measured by using a pre-test, post-test and delayed post-test and results compared with a control group for each class. The intervention was found to have a positive effect in the class of 10-year-olds, and was also beneficial in the SLI classes. In the classes of 12-year-olds, the fifteen-lesson intervention was successful, but not the 10-lesson intervention.