Improving the Reading Comprehension of Primary-School Students at Frustration-Level Reading through the Paraphrasing Strategy Training: A Multiple-Probe Design Study

Autor/in	Ilter, Ilhan
Titel	Improving the Reading Comprehension of Primary-School Students at Frustration-Level Reading through the Paraphrasing Strategy Training: A Multiple-Probe Design Study
Quelle	In: International Electronic Journal of Elementary Education, 10 (2017) 1, S.147-161 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Elementary School Students; Reading Comprehension; Reading Improvement; Reading Strategies; Grade 4; Reading Instruction; Instructional Effectiveness; Reading Difficulties; Recall (Psychology); Foreign Countries; Intervention; Interviews; Turkey + Suchen Sie Ihr Suchwort? Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; School year 04; 4. Schuljahr; Schuljahr 04; Leseunterricht; Unterrichtserfolg; Reading difficulty; Leseschwierigkeit; Abberufung; Ausland; Interviewing; Interviewtechnik; Türkei
Abstract	The purpose of this study was to investigate the effectiveness of "RAP" [RAP is a three-step strategy: Read-Ask-Put], a paraphrasing cognitive strategy training, associated with a self-regulatory model, on the development of reading comprehension among fourth-grade students. All participants were selected on the basis of initial reading comprehension measures and consisted of three male students who were identified as being at a frustration-level reading. A multiple-probe design across participants was used. As a result, the participants showed significant improvements in the text recall and an enhancement their reading comprehension skills. Two of the participants were able to maintain their improvements and generalized each step of the strategy in the "RAP" to different content-area texts. The remaining participant made remarkable improvements with respect to the baseline phase, but did not maintain and generalize the strategy. Suggestions were made for improving future research investigating the effects of RAP paraphrasing strategy. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01