Short-Term Training on Working Memory Updating and Metacognition in Primary School: The Effect on Reading Comprehension

Autor/inn/en	Artuso, Caterina; Carretti, Barbara; Palladino, Paola
Titel	Short-Term Training on Working Memory Updating and Metacognition in Primary School: The Effect on Reading Comprehension
Quelle	In: School Psychology International, 40 (2019) 6, S.641-657 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Artuso, Caterina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034319881671
Schlagwörter	Metacognition; Reading Comprehension; Short Term Memory; Transfer of Training; Grade 4; Elementary School Students; Teaching Methods; Reading Strategies; Text Structure; Literary Genres; Task Analysis; Reading Improvement; Reading Processes; Program Evaluation; Program Effectiveness; Foreign Countries; Pretests Posttests; Vocabulary Skills; Outcomes of Education; Italy + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; Kurzzeitgedächtnis; Training; Transfer; Ausbildung; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik; Textstruktur; Literarische Form; Aufgabenanalyse; Leseprozess; Programme evaluation; Programmevaluation; Ausland; Aktiver Wortschatz; Lernleistung; Schulerfolg; Italien
Abstract	This study analyzed the potential transfer effects on reading comprehension skills of two different training programs administered to 9- to 10-year-old children attending fourth grade classes. One training program was based on a working memory updating paradigm (i.e., words, digits, sentence and text updating working memory tasks). The other program was based on metacomprehension activities focused on text structures, genres, text sensitivity, and text comprehension strategies. Performance was compared pre and post training on running memory, text updating, and reading comprehension tasks. The results showed that significant gains were obtained in both text updating and reading comprehension tasks, with a far transfer effect for both types of training. Limited nearest transfer effects suggest that gains could be due to acquisition of effective strategies in both programs, with training suitable for improving written text processing; however, performance did not differ between programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01