The Impact of Explicit Comprehension Strategy Instruction on First- and Second-Grade At-Risk Students

Pilonieta, Paola; Hathaway, Jennifer I.; Medina, Adriana L.; Casto, Amanda R.

doi:10.1177/0022057419854346

Cited by 11 publications

(11 citation statements)

References 30 publications

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“…Por su parte, la falta de hábito lector se relaciona directamente com las clases sociales desfavorecidas y com el fracaso escolar. Por ello, resulta aún más necesario realizar estudios sobre la animación a la lectura dirigidos al alumnado que se encuentra en riesgo de exclusión social para valorar las estrategias y metodologías más eficaces y aplicarlas en estos contextos (GARCÍA-JIMÉNEZ; GUZMÁN-SIMÓN;MORENO-MORILLA, 2018;PILONIETA et al, 2019). En esta misma línea, dentro del informe PISA (2018) (Programme for International Student Assessment), también se refleja esta influencia del contexto familiar en el éxito educativo del alumnado de todos los países, evidenciándose en más del 22% de las divergencias de los resultados y el 13% de media, concretamente en lectura (VÁZQUEZ-CANO et al, 2020).…”

Section: Introductionunclassified

uso de las TIC para la animación a la lectura en contextos vulnerables

et al. 2020

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La lectura es clave para el éxito académico y personal. Para adquirir este hábito es necesario realizar intervenciones de animación a la lectura, ya que, sobre todo al principio, supone un gran esfuerzo. Resulta especialmente relevante en el caso del alumnado vulnerable, porque el hecho de adquirir este hábito contribuye a evitar el fracaso escolar y abre la puerta hacia la integración social. Sin embargo, transmitir el gusto por la lectura no es una tarea sencilla para los docentes. Dada la tendencia social que existe hacia las TIC y su valor motivacional, muchos autores las consideran grandes recursos para la animación a la lectura. Por este motivo, se planteó el objetivo de analisar las estrategias TIC para la animación a la lectura y qué importância conceden a la población vulnerable. A través del método de revisión sistemática de la literatura se han analizado 19 artículos indexados en Scopus y la Web of Science, obteniendo como resultado que la mayoría estudian las preferencias entre los formatos digital y tradicional de lectura y, algo más de la mitad, se dirigen a mayores de 18 años. De los estudios que ofrecen estrategias de animación a la lectura, se recogen algunos recursos TIC y metodologías que han servido com éxito para el fomento de la lectura. Por lo que resulta fundamental seguir investigando las formas de animación a la lectura más efectivas para incentivar el hábito de leer y conseguir la inclusión educativa y social del alumnado desfavorecido.

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Section: Introductionunclassified

uso de las TIC para la animación a la lectura en contextos vulnerables

et al. 2020

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“…Reading does not develop naturally and many students experience difficulties with it (National Reading Panel, 2000). Although researchers have sought to identify evidence-based teaching practices for optimizing students' comprehension, the majority of intervention studies focus on only one teaching practice at a time (e.g., strategy instruction; Hall-Mills & Marante, 2020;Pilonieta et al, 2019). In contrast, Van Ammel et al (2021) blended three effective practices from two connected research fields (i.e., reading comprehension and motivation research): (a) reading comprehension strategy instruction, (b) peer-mediated instruction, and (c) reading motivation promotion.…”

Section: Effective Teaching Practices For Reading Comprehensionmentioning

confidence: 99%

The Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation

Bogaert

Merchie

Ammel

et al. 2023

Learning Disability Quarterly

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Because reading comprehension is an important skill that many students struggle with, there is an urgent need to foster it. Few studies have investigated effective comprehension practices within a response-to-intervention design. Therefore, this study investigated the impact of a Tier 1 intervention implemented for 10 weeks on 491 fifth and sixth graders’ reading comprehension, strategy use, and motivation by means of multilevel analyses. The Tier 1 intervention included four effective comprehension practices: strategy instruction, peer-mediated instruction, reading motivation promotion, and differentiated instruction. Results revealed no significant effects on reading comprehension, but experimental condition students increased significantly more on recreational autonomous and controlled motivation and on monitoring strategies than students in the control condition. Furthermore, struggling experimental condition students reported using significantly more monitoring and evaluating strategies than their counterparts in the control condition.

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“…Krammer examining the implementation of cooperative learning in learning to read comprehension shows that learning by applying the principles of specifically planned cooperative learning differs significantly from learning with ordinary discussion. The impact of explicit comprehension strategy instruction supported by guided reading and partner reading on reading comprehension (Pilonieta et al, 2019).…”

Section: The Testing Stagementioning

confidence: 99%

The Development of Personal-Cooperative Model in Building the Reading Comprehension Skills

2021

ilkonline

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This study aims to identify the need for developing a reading comprehension personalcooperative-based learning model for junior high school students, build learning models and their learning tools, to test the validity of the results of the learning model by experts and users, testing the effectiveness of the learning model. This study used the Research and Development (R&D) method. There are three stages, namely (1) The exploration stage, (2) The development stage, (3) The testing stage. The number of teachers who were the subject of the study was 20 Indonesian junior high school teachers. There are 32 students for interviews and 317 students for data collection used a questionnaire. The development of the reading comprehension personal-cooperative-based learning model is equipped with four products, namely (1) a conceptual guidebook on reading comprehension learning model, (2) guidelines for reading comprehension personal-cooperative learning model, (3) reading comprehension learning materials, and (4) reading box and answer key box. The results of the feasibility of products of the reading comprehension personal-cooperative-based learning model are declared to be feasible by expert and user validators with an excellent category. Personal-cooperative based reading comprehension learning model is effective in improving students' reading comprehension ability.

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The Impact of Explicit Comprehension Strategy Instruction on First- and Second-Grade At-Risk Students

Cited by 11 publications

References 30 publications

uso de las TIC para la animación a la lectura en contextos vulnerables

uso de las TIC para la animación a la lectura en contextos vulnerables

The Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation

The Development of Personal-Cooperative Model in Building the Reading Comprehension Skills

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