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 | In: Learning Disabilities Research & Practice, 37 (2022) 2, S.124-139 (16 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Patton, Samuel Allen) ORCID (Fuchs, Douglas) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0938-8982 |
| DOI | 10.1111/ldrp.12276 |
| Schlagwörter | Nonfiction; Reading Comprehension; Grade 4; Grade 5; Transfer of Training; Program Effectiveness; Elementary School Students; 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. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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