Scaffolding Reading Comprehension for Competent Readers

Autor/inn/en	Hattan, Courtney; Alexander, Patricia
Titel	Scaffolding Reading Comprehension for Competent Readers
Quelle	In: Literacy Research: Theory, Method, and Practice, 67 (2018) 1, S.296-309 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hattan, Courtney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336918786885
Schlagwörter	Scaffolding (Teaching Technique); Reading Comprehension; Reading Instruction; Teaching Methods; Concept Mapping; Undergraduate Students; Prior Learning; Novelty (Stimulus Dimension); Familiarity + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept Map; Vorkenntnisse
Abstract	Scaffolding has been shown to facilitate students' text comprehension and task performance. Yet less is known about the necessity of scaffolding for competent students reading unfamiliar content. To explore that question, we investigated the effects of two knowledge scaffolding techniques (i.e., mobilization and concept mapping) versus control on undergraduates' comprehension overall and by question type. The 118 undergraduates were randomly assigned to a condition and read a text about cellular biology. Results indicated a significant effect of scaffolding on students' comprehension after controlling for prior knowledge. Follow-up analyses for overall comprehension demonstrated that the concept mapping group outperformed the mobilization and control groups, and the mobilization group outperformed the control group. These results suggest that competent readers benefit from scaffolding when reading unfamiliar content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01