Literaturnachweis - Detailanzeige
| Autor/inn/en | Patton, Samuel Allen; Fuchs, Douglas; Hendricks, Emma L.; Pennell, Annie J.; Walsh, Meagan E.; Fuchs, Lynn S.; Tracy, Wen Zhang; Haga, Loulee Yen |
|---|---|
| Titel | An Experimental Study to Strengthen Students' Comprehension of Informational Texts: Is Teaching for Transfer Important? |
| Quelle | (2022), (16 Seiten)
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| Zusatzinformation | ORCID (Patton, Samuel Allen) ORCID (Fuchs, Douglas) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| DOI | 10.1111/ldrp.12276 |
| Schlagwörter | Nonfiction; Reading Comprehension; Elementary School Students; Grade 4; Grade 5; Transfer of Training; Program Effectiveness; Tutoring; Tutorial Programs; Academic Achievement |
| Abstract | Reading nonfiction texts with understanding is important to school success, yet many students struggle to do so. This randomized controlled trial extends previous research by contrasting an earlier iteration of a comprehension tutoring program (Comp) against a variant with strategies for transferring learning (Comp+Transfer). Participants were 189 fourth and fifth graders with weak reading comprehension. To evaluate their efficacy, we used commercially developed far-transfer measures and experimenter-made near- and mid-transfer measures of reading comprehension. In contrast to controls, students in both programs significantly improved their understanding of near-transfer passages. Additionally, students in Comp+Transfer improved performance on mid-transfer passages. These findings suggest the value of teaching for transfer and the importance of measuring program efficacy with researcher-made tests alongside commercial tests. [This is the online version of an article published in "Learning Disabilities Research & Practice." For the final published version of this article, see EJ1335914.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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