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

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How did the pupils benefit?

The greatest improvements were seen in the mainstream class of 10-year-olds, where it was found that:

in summarising and questioning tests, the experimental class’s scores improved significantly between the pre- and post-tests, and improved yet further for the delayed post-test. The scores of the control group remained broadly the same; and
in one test, the children were asked to choose ‘main idea questions’ for each paragraph of a text. In this test, the children’s scores increased from 33% pre-test to 52% post-test, and were 48% in the delayed post-test.

In the SLI classes:

the best decoders were in classes in mainstream schools;
there was a slight improvement in the summarising and questioning tests; and
the class of 10-year-olds showed progress in choosing ‘main idea questions’.

The study also found that decoding skills did not correlate with test success.

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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 How did the pupils benefit? The greatest improvements were seen in the mainstream class of 10-year-olds, where it was found that: in summarising and questioning tests, the experimental class’s scores improved significantly between the pre- and post-tests, and improved yet further for the delayed post-test. The scores of the control group remained broadly the same; and in one test, the children were asked to choose ‘main idea questions’ for each paragraph of a text. In this test, the children’s scores increased from 33% pre-test to 52% post-test, and were 48% in the delayed post-test. In the SLI classes: the best decoders were in classes in mainstream schools; there was a slight improvement in the summarising and questioning tests; and the class of 10-year-olds showed progress in choosing ‘main idea questions’. The study also found that decoding skills did not correlate with test success.