Self-Regulated Strategy Development Instruction for Expository Text Comprehension

Mason, Linda; Meadan, Hedda; Hedin, Laura; Corso, Laurie

doi:10.1177/004005990603800407

Cited by 32 publications

(20 citation statements)

References 14 publications

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“…In the current study, learners were provided brief instructions, an example model, and text boxes to implement the strategy. Existing research establishes effective strategy instruction includes attention to procedural and conditional knowledge and instruction over time (e.g., Hilden and Pressley 2007;Mason et al 2006). In the absence of such extensive strategy instruction, our findings suggested more benefit from student-selected strategies than from the selected prompted strategies.…”

Section: Discussionmentioning

confidence: 99%

“…As such, it is critical for comprehension that learners are able to both identify and generate MIs. In addition to foundational research that has established the viability of MI as a comprehension strategy, recent research has further explored the strategy as a component of comprehensive, multi-component comprehension strategies (e.g., Armbruster et al 1987;Gajria et al 2007;Jitendra et al 2000;Mason et al 2006;Mastropieri et al 2003;Meyer et al 1980Meyer et al , 2002Stevens 1988;Therrien et al 2006;Williams 2005).…”

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confidence: 99%

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A comparison of the effects of students’ expository text comprehension strategies

2009

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This experimental study examined students' comprehension of challenging, ecologically valid, history text. We examined the benefits of the elaborative interrogation (EI) comprehension strategy and the main idea (MI) strategy when compared to an independent study (IS) control. This work extended previous research and explored the ecological validity, generalizability, and utility of EI as an effective comprehension strategy. Dependent measures included a matching test, text-explicit recognition items, text-implicit recognition items, and a situational interest measure. Demographic data were collected for descriptive purposes and prior domain knowledge was used as a control variable. Findings indicated few differences between the MI and EI comprehension strategies in learning outcomes. Additional results, however, suggested potential for the EI strategy to increase interest when students have prior knowledge of the text topic. Keywords Comprehension strategies Á Elaborative interrogation Á Main idea Á Text comprehension Á Situational interestStudents in secondary social studies classes and college level general education courses are required to read lengthy, expository texts about the history of civilizations and countries, people and places, eras and events. From this reading they are expected to understand chronology, infer meaning, draw comparisons, analyze cause and effect, evaluate past decisions, and thoughtfully consider future implications. Despite current moves toward social studies curriculum reform (e.g.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

A comparison of the effects of students’ expository text comprehension strategies

2009

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“…Text processing studies have consistently demonstrated that explicitly teaching students how to identify and effectively communicate (i.e., orally or in writing) the main idea or summarize major points of a text significantly improves reading comprehension among middle grade students with learning disabilities or difficulties (Berkeley, Matropeori, & Scruggs, 2011; Gajria, Jitendra, Sood, & Sacks, 2007; Jitendra, Hoppes, & Zim, 2000; Mason, Meadan, Hedan, & Corso, 2006; Solis et al, 2012). The majority of interventions have utilized strategy instruction related to main idea or summarization as a means for increasing engagement with text, organization of information, integration of information in text with prior knowledge, and monitoring of comprehension.…”

Section: Content and Text-processing Approachesmentioning

confidence: 99%

Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers

Barth

Vaughn

Capin

et al. 2016

Topics in Language Disorders

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Purpose: We examined the effects of a text-processing reading comprehension intervention emphasizing listening comprehension and expressive language practices with middle school students with reading difficulties. Method: A total of 134 struggling readers in grades 6–8 were randomly assigned to treatment (n = 83) and control conditions (n = 51) using a 2:1 ratio (two students randomized to treatment for every one student randomized to control). Students in the treatment condition received 40 min of daily instruction in small groups of four to six students for approximately 17 hr. Results: One-way analysis of covariance models on outcome measures with the respective pretest scores as a covariate revealed significant gains on proximal measures of vocabulary and key word and main idea formulation. No significant differences were found on standardized measures of listening and reading comprehension. Discussion: Results provide preliminary support for integrating listening comprehension and expressive language practices within a text-processing reading comprehension intervention framework for middle-grade struggling readers.

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“…This transfer best happens when teachers carefully plan, use, and reflect on the best way to introduce content reading strategies to students (Mason et al 2006). The state's and districts' professional development meetings gave teachers opportunities to collaboratively plan lessons and write content units that featured the recommended reading strategies.…”

Section: Content Reading Strategies: Perspectivesmentioning

confidence: 99%

Teachers’ perceived values on the effect of literacy strategy professional development

Mundy

Howe

Kupczynski

2014

Teacher Development

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This study examined 299 Louisiana teachers from three school districts regarding their perceptions of the value provided by specific types of professional development (PD) including professional learning communities (PLC), demonstration lessons, and in-service as well as graduate hours in reading/literacy on implementation (frequency of use), familiarity, usefulness, and recommendation of content literacy strategies. Data analyses included the Kruskal-Wallis test, the Friedman test, and correlation matrices. Results indicate that type of in-service had a significant effect on teacher perceived values of PD with demonstration lessons (DL) having the highest and in-service the least value. The largest number of significant correlations were found among graduate hours in reading/literacy and the variables of familiarity with strategies, usefulness of strategies, and frequency of use of strategies. Significant correlations were also found among DL hours and both recommendation of strategies and frequency of use of strategies and between PLC hours and frequency of use of strategies. PD delivered on a weekly basis demonstrated the most value while the one-shot effort had the least value. In sum, this study demonstrated the most effective PD format actually involved university graduate courses followed by school district-initiated demonstration lessons with a pattern of weekly delivery.

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Self-Regulated Strategy Development Instruction for Expository Text Comprehension

Cited by 32 publications

References 14 publications

A comparison of the effects of students’ expository text comprehension strategies

A comparison of the effects of students’ expository text comprehension strategies

Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers

Teachers’ perceived values on the effect of literacy strategy professional development

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