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

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Implications

The reciprocal teaching strategies used in this study were found to improve reading comprehension in normal class time. How could you use reciprocal strategies with your own pupils to develop reading comprehension? Where are the opportunities within your lessons to use this approach? How could joint planning or team teaching support your practice?

The ‘Rules of a good reader’ were used in the classrooms in this study. What ‘rules’ would you display to encourage pupils to use these strategies?

Dramatisations were helpful, and were found to improve concentration, particularly in the SLI classes. History lessons and science lessons both provided good opportunities for using drama. Can you identify opportunities in your lessons when you could use dramatisations to help pupils understand and develop ideas?

The study suggested that pupils might not immediately transfer reading skills developed in one subject to their reading practice in another. After building your pupils’ confidence using these methods in one subject, could you try introducing the strategies to another subject?

The researcher suggests that for the intervention to be more effective with the pupils in the SLI classes, more time and repetition would be necessary. Are there pupils in your class who you feel might benefit from more individual tutoring to help them to develop these skills and to become more comfortable with longer texts? Could you identify an appropriate person to work with these pupils?

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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 Implications The reciprocal teaching strategies used in this study were found to improve reading comprehension in normal class time. How could you use reciprocal strategies with your own pupils to develop reading comprehension? Where are the opportunities within your lessons to use this approach? How could joint planning or team teaching support your practice? The ‘Rules of a good reader’ were used in the classrooms in this study. What ‘rules’ would you display to encourage pupils to use these strategies? Dramatisations were helpful, and were found to improve concentration, particularly in the SLI classes. History lessons and science lessons both provided good opportunities for using drama. Can you identify opportunities in your lessons when you could use dramatisations to help pupils understand and develop ideas? The study suggested that pupils might not immediately transfer reading skills developed in one subject to their reading practice in another. After building your pupils’ confidence using these methods in one subject, could you try introducing the strategies to another subject? The researcher suggests that for the intervention to be more effective with the pupils in the SLI classes, more time and repetition would be necessary. Are there pupils in your class who you feel might benefit from more individual tutoring to help them to develop these skills and to become more comfortable with longer texts? Could you identify an appropriate person to work with these pupils?