Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms

Andreassen, Rune; Bråten, Ivar

doi:10.1016/j.learninstruc.2010.08.003

Cited by 74 publications

(55 citation statements)

References 56 publications

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“…In a study of high school students, Labuhn et al (2010) found that learners who were taught self-regulation learning skills through monitoring and imitation were more likely to elicit higher levels of academic selfefficacy (i.e., confidence) and perform higher on measures of academic achievement compared to students who did not receive such instruction. Likewise, teachers should provide effective instructional strategies for encouraging self-regulation in the classroom (Andreassen & Braten, 2011;Tonks & Taboada, 2011).…”

Section: Discussionmentioning

confidence: 99%

Analyzing the effects of emotion management on time and self-management in computer-based learning

Arguedas

Daradoumis

Xhafa

2016

Computers in Human Behavior

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Emotional learning involves the acquisition of skills to recognize and manage emotions, develop care and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Time is an important variable in learning context and especially in the analysis of teaching-learning processes that take place in collaborative learning, whereas time management is crucial for effective learning. The aim of this work has been to analyze the effects of emotion management on time and self-management in e-learning and identify the competencies in time and self-management that are mostly influenced when students strive to achieve effective learning. To this end, we run an experiment with a class of high school students, which showed that increasing their ability to manage emotions better and more effectively enhances their competency to manage the time allocated to the learning practice more productively, and consequently their learning performance in terms of behavioral engagement and achievement and partly, in terms of cognitive engagement and self-regulation. Teacher affective feedback was proved to be a crucial factor to enhance cognitive engagement.Peer ReviewedPostprint (author's final draft

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Section: Discussionmentioning

confidence: 99%

Analyzing the effects of emotion management on time and self-management in computer-based learning

Arguedas

Daradoumis

Xhafa

2016

Computers in Human Behavior

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“…Previous studies on similar multiple strategy approaches show positive results (Andreassen & Bråten, 2011;Spörer et al, 2009), although these approaches have not targeted narrative comprehension in particular. A possible explanation relates to the assumed ordinariness of the control condition.…”

Section: Discussionmentioning

confidence: 99%

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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“…A range of classroom interventions (e.g., Andreassen & Bråten, 2011;Brown et al, 1996;Guthrie et al, 2004;Palincsar & Brown, 1984) provide evidence that strategic processing can be taught in classrooms with positive effects on students' reading comprehension.…”

Section: Questioning the Authormentioning

confidence: 99%

“…In Concept-Oriented Reading Instruction (Guthrie et al, 2004), students are explicitly taught the strategies of activating background knowledge, questioning, searching for information, summarizing, organizing graphically and identifying story structure. Andreassen andBråten (2011), Takala (2006), Reichenberg (2010), Lundberg and Reichenberg (2013) and Reichenberg and Löfgren (2014) have used the programme Reciprocal Teaching (Palincsar & Brown, 1984) in their studies.…”

Section: Questioning the Authormentioning

confidence: 99%

“…The cognitive operations required to explore expository texts can be promoted through reading instruction programmes. Little research about such programmes has been conducted in Scandinavia; notable exceptions are Andreassen and Bråten (2011), Takala (2006), Reichenberg (2008Reichenberg ( , 2009), Reichenberg and Wadbring (2008). In other parts of the world, however, educational reading research is more extensive and includes, for example, the work of Palincsar and Brown (1984); Beck and McKeown (2006); Sandora, Beck, and McKeown (1999) ;Brown, Pressley, Van Meter, and Schuder (1996); Guthrie, Wigfield, Barbosa, Perencevich, Taboada, Davis, and Tonks (2004).…”

Section: Introductionmentioning

confidence: 99%

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Questioning the Author in a Scandinavian context

Reichenberg¹

2014

L1 Educational Studies in Language and Literature

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The present study is a follow-up qualitative study to a quantitative intervention study in which the programme Questioning the Author (QtA) was evaluated in a Scandinavian context. The aim was to evaluate how teachers develop QtA discussion moves in small groups of six participants. The video recordings from the sessions were investigated in terms of QtA discussion moves. The study suggests that (a) developing QtA in the classroom takes time. During the first year of intervention, initial progress was made, but the teachers had difficulties to keep the discussion focused and constructive. During the second and third years, these difficulties had mostly disappeared. (b) Some discussion moves seemed to be practiced more fluently than others: turning back, recapping, revoicing, and annotating. (c) The teachers' strategies/discussion moves scaffolded the students' comprehension processes and provided opportunities for reflections.

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Implementation and effects of explicit reading comprehension instruction in fifth-grade classrooms

Cited by 74 publications

References 56 publications

Analyzing the effects of emotion management on time and self-management in computer-based learning

Analyzing the effects of emotion management on time and self-management in computer-based learning

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

Questioning the Author in a Scandinavian context

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