The Impact of a Strategy-Based Intervention on the Comprehension and Strategy Use of Struggling Adolescent Readers

Autor/inn/en	Cantrell, Susan Chambers; Almasi, Janice F.; Carter, Janis C.; Rintamaa, Margaret; Madden, Angela
Titel	The Impact of a Strategy-Based Intervention on the Comprehension and Strategy Use of Struggling Adolescent Readers
Quelle	In: Journal of Educational Psychology, 102 (2010) 2, S.257-280 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0018212
Schlagwörter	Control Groups; Reading Comprehension; Intervention; Learning Strategies; Grade 9; Adolescents; Grade 6; Problem Solving; Reading Strategies; Reading Achievement; Reading Difficulties; Models; Evaluation; Pretests Posttests; Special Education; Metacognition; Scores; Protocol Analysis; Interrater Reliability; Interviews + Suchen Sie Ihr Suchwort? Leseverstehen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School year 09; 9. Schuljahr; Schuljahr 09; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 06; 6. Schuljahr; Schuljahr 06; Problemlösen; Reading strategy; Leselernstufe; Lesetechnik; Leseleistung; Reading difficulty; Leseschwierigkeit; Analogiemodell; Evaluierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interrater-Reliabilität; Interviewing; Interviewtechnik
Abstract	This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction in 6 LSC strategies and 290 students who did not receive intervention instruction. After 1 school year, 6th-grade students who received intervention instruction significantly outperformed students in the control group on a standardized measure of reading comprehension and reported using problem-solving strategies in reading to a greater extent than students in the control group. There were no significant differences between 9th grade intervention and control groups in reading comprehension or strategy use. (Contains 16 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10