Clarifying Differences Between Reading Skills and Reading Strategies

Afflerbach, Peter; Pearson, P. David; Paris, Scott G.

doi:10.1598/rt.61.5.1

Cited by 504 publications

(357 citation statements)

References 14 publications

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“…18). It has also been suggested that strategies play a more important role in the early stages of reading development (Skaftun, 2011) or when decoding or comprehension proves difficult to the reader even at the later stages of development (Afflerbach, Pearson, & Paris, 2008). Against this background, our study also serves the purpose of determining whether DSI has a differential impact on secondary students with varying reading ability.…”

Section: Introductionmentioning

confidence: 89%

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Tengberg¹,

Olin-Scheller²,

Lindholm³

2015

L1 Educational Studies in Language and Literature

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This is the published version of a paper published in L1-Educational Studies in Language and Literature.Citation for the original published paper (version of record):Tengberg, M. (2015) Improving Students' Narrative Comprehension through a Multiple Strategy Approach: Effects of Dialogic Strategy Instruction in Secondary School. Language and Literature,[15][16][17][18][19][20][21][22][23][24][25] Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. L1-Educational Studies in Permanent link to this version:http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35973 1 Tengberg, M., Olin-Scheller & Lindholm, A. (2015). Improving students' narrative comprehension through a multiple strategy approach. vol. 15, Department of Educational Studies, Karlstad University, Sweden, email: michael.tengberg@kau This article reports on an intervention study using a multiple strategy approach -called Dialogic Strategy Instruction (DSI) -to improve seventh grade students' narrative comprehension in terms of students' ability to generate inferences and develop interpretations of characters and events. DSI combines strategy instruction with dialogical principles for classroom discussion and response writing. After a 13-week intervention period, students in the intervention condition demonstrated significant improvement in generating inferences and interpretations compared to pre-test results. However, the average effect was small and the improvement was not significantly different relative to controls. An analysis of students with low pre-test scores showed that the intervention group had made significant and strong improvement relative to controls. Results for middle and high achievers were non-significant in this respect. Therefore, although DSI appears valuable for low achievers, results indicate that the instructional principles implemented may not offer instructional support for all children. Possible reasons for the absence of a general effect are discussed and directions for future research are suggested.

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Section: Introductionmentioning

confidence: 89%

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Tengberg¹,

Olin-Scheller²,

Lindholm³

2015

L1 Educational Studies in Language and Literature

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“…Theoretically, researchers have successfully characterized strategies as deep, surface, motivated, cognitive, or metacognitive with some degree of validity and reliability. But in empirical practice, how is one to determine whether the intentionality, effortfulness, or volition associated with strategies-in contrast to habituated and cognitively effortless nature of skills-is manifested (Afflerbach, Pearson, & Paris, 2008;Harris, Alexander, & Graham, 2008)? Certainly relying on self-report measures cannot illuminate those differences in compelling or convincing ways.…”

Section: Constructs and The Search For Conceptual Claritymentioning

confidence: 99%

Issues of Constructs, Contexts, and Continuity: Commentary on Learning in Higher Education

Alexander

2017

Educ Psychol Rev

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What is the nature of student learning within higher education and what has empirical research and theory revealed about such learning over the past decade? Those are among the critical questions that this special issue set out to address. Toward that end, international scholars long invested in the study of learning prepared critical and systematic reviews of the literature surrounding specific constructs foundational to academic development within tertiary education. Dinsmore (2017), for example, delved into the topic of strategic processing. His detailed examination of 134 studies reinforces his core argument that any theoretical model of strategic processing among college students must embrace its multidimensional and dynamic nature. The three broad models he considers in this analysis are the (a) levels of processing, (b) trait models, and (c) state models. The three key findings that Dinsmore extracts from this careful review are less is known empirically about the developmental nature of strategic processing that remains under-studied; the quality and conditionality of strategy use is of greater importance than the simple frequency of use; and that conditions within the learner and within the environment serve to determine which strategies prove more or less effective.Taking self-regulation as her central construct, Zusho (2017) used the extant literature to try and disentangle self-regulated learning (SRL) from student approaches to learning (SAL) and what she terms engagement perspectives. Among the conclusions that Zusho reaches is that all three of these perspectives entail learner adaptation-cognitive, affectively, and behaviorally. She also concludes that there is an inherent mismatch between the conceptualizations and models of student learning and how those models are measured and analyzed.Further, picking up threads that Zusho established, Asikainen and Gijbels (2017) expressly consider the literature pertaining to student approaches to learning (SAL) and how those approaches may develop during tertiary education. These authors acknowledge the expectations that success in higher education means that students exit with not only critical knowledge and skills but also habits of mind that support professional success and lifelong learning. What

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“…A repertoire of 13 reading strategies was selected for this training through reviewing the related literature (Afflerbach, Pearson, & Paris, 2008;Baker & Brown, 1984;Baumann et al, 1993;Grabe, 2009;Jiang & Grabe, 2007;Nuttall, 1996). The list of these strategies is attached in the Appendix.…”

Section: Reading Strategy Training Using Think-aloud Proceduresmentioning

confidence: 99%

Korean Learners’ Metacognition in Reading Using Think-Aloud Procedures with a Focus on Regulation of Cognition

Kim¹,

Cha

2015

ELT

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The primary goal of this study was to explore the changes that four Korean university students made in their regulation of cognition during reading processes. The students were trained using explicit reading strategy instruction based on the CALLA model. To this end, first, metacognition was framed and categorized by the definition from Baker and Brown (1984) and, second, a scoring scale for measuring the readers' regulation of cognition was developed based on the study by Block (1992) to examine and trace any changes in their regulation processes. For data analyses, the participants' think-aloud protocols were used. The results indicate that there were marked changes in the frequencies of their regulation processes over time. Specifically, the students' overt strategic and regulatory behaviors in a regulation process showed more flexibility and organization toward the end of the strategy training. This study suggests that students would benefit from being provided with sufficient time for practice in order to build effective regulation of cognition in reading processes and that the teacher should understand the complex nature of the regulation processes that students go through. In addition, think-aloud procedures as an instructional tool for effective strategy training was shown to be a worthwhile technique in the classroom.

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Clarifying Differences Between Reading Skills and Reading Strategies

Cited by 504 publications

References 14 publications

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Improving students’ narrative comprehension through a multiple strategy approach. Effects of Dialogic Strategy Instruction in secondary school.

Issues of Constructs, Contexts, and Continuity: Commentary on Learning in Higher Education

Korean Learners’ Metacognition in Reading Using Think-Aloud Procedures with a Focus on Regulation of Cognition

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