The effects of strategy instruction on the reading comprehension achievement of junior secondary school students.

Mothus, Trudy Georgine

doi:10.24124/1997/bpgub24

Cited by 5 publications

(5 citation statements)

References 60 publications

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“…There were positive effects for Comprehension (ES = +0.24, p > .05) but not Vocabulary (ES = -0.01, p > .05). Mothus (1997) carried out a small matched post-hoc evaluation of SIM in two middle class, mostly white junior high schools in central British Columbia, Canada. One school had used SIM for two years with two cohorts of low-achieving eighth graders (n = 33).…”

Section: Strategy Intervention Modelmentioning

confidence: 99%

Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis

Slavin

Cheung

Groff

et al. 2008

Reading Research Quarterly

203

162

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This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed‐method models (methods that combine large‐and small‐group instruction with computer activities), (3) computer‐assisted instruction, and (4) instructional‐process programs (methods that focus on providing teachers with extensive professional development to implement specific instructional methods). Criteria for inclusion in the study were use of randomized or matched control groups, a study duration of at least 12 weeks, and valid achievement measures that were independent of the experimental treatments. A total of 33 studies met these criteria. The review concludes that programs designed to change daily teaching practices have substantially greater research support than those focused on curriculum or technology alone. Positive achievement effects were found for instructional‐process programs, especially for those involving cooperative learning, and for mixed‐method programs. The effective approaches provided extensive professional development and significantly affected teaching practices. In contrast, no studies of reading curricula met the inclusion criteria, and the effects of supplementary computer‐assisted instruction were small. [Note: Robert Slavin discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http://www.voiceofliteracy.org/posts/27155]. تستعرض هذه المقالة بانتظام أبحاثاً علمية فيما يتعلق بالنتائج التحصيلية لأربعة أنواع من الاتجاهات التي تهدف إلى تحسين مهارة القراءة لدى الطلاب في الإعدادية والثانوية: (1) مناهج قرائية و(2) نماذج متعددة الطرق (أي الطرق التي تجمع بين تعليم مجموعات كبيرة وصغيرة وبين أنشطة حاسوبية) و(3) التعليم بمساعدة الحاسوب و(4) برامج عملية التعليم (أي الطرق التي تركز على توفير المعلمين بتطوير ممتد في الحرفة لتنفيذ طرق تعليمية معينة). وفيما يلي المعايير المحددة لكي تدخل معلومة في البحث أولاً استخدام مجموعات ضابطة ذات الصبغة العشوائية أو المتماثلة وثانياً لا تقل مدة البحث عن 12 أسبوعاً وثالثاً نتائج تحصيلية سليمة مستقلة عن العلاجات التجريبية وفي المجموع 33 بحثاً وفت بهذه المعايير. استنتجت هذه المراجعة أن البرامج المصممة لتغيير الممارسات التعليمية اليومية قد اكتسبت دعماً بحثياً أكثر بكثير من البرامج التي ركزت على المنهاج الدراسي أو التقنية فحسب. وقد تم إيجاد تأثيرات تحصيلية إيجابية للبرامج المبنية على عملية تعليمية لا سيما التي تشتمل على التعلم التعاوني والبرامج المتعددة الطرق. وقد وفرت الاتجاهات الفعالة التطوير الممتد للحرفة وأثرت على الممارسات التعليمية بشكل كبير وعلى النقيض من ذلك لم يفِ أي بحث علمي في المنهاج القرائي بمعايير دخول هذه الدراسة وكانت تأثيرات التعليم التكميلي بمساعدة الحاسوب ضئيلة. [Podcast: http://www.voiceofliteracy.org/posts/27155]. 本文有系统地回顾有关以四个不同途径改善初、高中生阅读成果的研究：(1)从学生阅读课程着手，(2)采用混合教学模式(结合了大班、小组授课和电脑活动的教学法)，(3)采用电脑辅助教学法，(4)采用教学过程训练课程(集中提供教师广泛的专业发展，帮助他们实施一些专门的教学法)。纳入研究回顾之标准为：研究采用随机样本或对照组，研究起码持续至十二周，学习成果考验方法正确有效，独立于不同实验组所进行的实验处理。有33个研究符合这些标准，被纳入回顾。本文的结论是：训练课程的设计若是针对改变教师的日常教学实践，较光是针对阅读课程或电脑科技，有更充分的研究实证支持。教学过程训练课程，尤其是那些采用合作...

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Section: Strategy Intervention Modelmentioning

confidence: 99%

Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis

Slavin

Cheung

Groff

et al. 2008

Reading Research Quarterly

203

162

View full text Add to dashboard Cite

show abstract

“…Research shows that chess provides significant benefits to participants. The compiled research studies done by America's Foundation for Chess investigate the impact of chess on a broad spectrum of academic areas, and document improvement in the performance of students of diverse ages, intellectual abilities, and economic and cultural backgrounds (Celone, 2001;Rifner 1993;Smith & Sullivan, 1997;Smith & Cage, 2015). A summary review paper by Bart (2014) concludes that chess training has positive cognitive and educational effects, but more rigorous research is needed to determine the extent to which learning to play chess benefits children.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Reducing Violence Through Chess: Involving Pre-service Teachers in Participatory Action in Schools

Esau

2023

CJAR

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In this article, I critically reflect and describe how our Chess Development Project (CDP), initiated by pre-service teachers at a university in South Africa, helped create a safer, non-violent, and more supportive school environment. This participatory action research (PAR) project highlights the idea that higher education institutions should not only add to knowledge production but also contribute to practical improvement in the community. In this project, we introduced one sports code, chess, in a township school to reduce violence. The research question addressed was: To what extent does learner engagement in the CDP by pre-service teachers reduce school violence and bridge the gap between the university and the school? We set out to explore and discuss the potential of using chess as an educational tool for creating awareness, improving knowledge, and changing attitudes towards the challenges the learners face in life. The data collection techniques used were field notes, student assistant notes, interviews, questionnaires, and transcribed recordings of our research team reflections. As the coordinator of the project, I played the role of facilitator between the pre-service teachers and the township school. The findings suggest that this project was transformative. As a collective, the students and I became more aware of the day-to-day challenges that schools and communities face in the township areas in South Africa.

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“…Reading strategy instruction provides significant gains, even for higher reading level students. Evaluating strategy intervention with 98 8 th -grade students, Mothus (2004) found that students participating in the intervention had a significant increase in comprehension achievement scores of more than one grade level. Simmonds (1992) determined that reading strategy instruction improved comprehension by nearly two standard deviations among 240 resource room students in grades one through nine.…”

Section: Empirical Research On Reading Strategy Instructionmentioning

confidence: 99%

Reading Strategy Instruction in Secondary Agricultural Science Courses: An Initial Perspective

Park¹,

Osborne²

2007

Career and Technical Education Research

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Students must be able to create meaning from career and technical education texts. Reading and comprehension of texts are skills that develop through practice with a variety of texts, including those in career and technical education. A quasiexperimental nonequivalent control group design was used to determine the effect of implementing content area reading strategies (CARS) on comprehension and reading behaviors of a purposively selected sample (n = 95) of secondary agricultural science students. Instruction with CARS was compared to the teacher's normal instructional routine. Pretest score, grade level, grade point average, gender, ethnicity, and standardized reading level predicted 65% of variance in agriculture posttest scores. Students in the treatment group generally improved their reading behaviors, while students in the comparison group regressed. Students in the treatment group read significantly more hours per week for school and had increased the hours reading for pleasure significantly more than the comparison group.

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The effects of strategy instruction on the reading comprehension achievement of junior secondary school students.

Cited by 5 publications

References 60 publications

Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis

Effective Reading Programs for Middle and High Schools: A Best‐Evidence Synthesis

Reducing Violence Through Chess: Involving Pre-service Teachers in Participatory Action in Schools

Reading Strategy Instruction in Secondary Agricultural Science Courses: An Initial Perspective

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