Influence of Reading-Comprehension Strategy Information on Children's Achievement Outcomes

1992 ◽  
Vol 15 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Dale H. Schunk ◽  
Jo Mary Rice
Keyword(s):  
Strategy Instruction ◽  
Strategy Use ◽  
Strategy Training ◽  
Comprehension Instruction ◽  
Comprehension Strategy ◽  
Children's Achievement ◽  
Remedial Readers ◽  
Achievement Outcomes ◽  
Improved Performance ◽  
Main Ideas

Two experiments investigated the effects of sources of strategy information on children's acquisition and transfer of reading outcomes and strategy use. Children with reading-skill deficiencies received comprehension instruction on main ideas. In Experiment 1, some students were taught a comprehension strategy, while others received strategy instruction and strategy-value feedback linking strategy use with improved performance; controls received comprehension instruction without the strategy. In Experiment 2, children were taught the comprehension strategy or received instruction without strategy training; they were then given comprehension instruction on details. Some children were taught how to modify the strategy; others did not employ the strategy on details. Children who received strategy-value feedback (Experiment 1) and strategy-modification instruction (Experiment 2) demonstrated the highest self-efficacy, skill, strategy use, and transfer. These results support the idea that remedial readers benefit from information about strategy usefulness.

Exploring strong and weak EFL readers’ strategy use after a reading strategy and extensive reading instructional intervention

2018 ◽  
Vol 31 (1) ◽  
pp. 345-377 ◽  
Author(s):  
Ying-Chun Shih ◽  
Barry Lee Reynolds
Keyword(s):  
Reading Instruction ◽  
English Language ◽  
Strategy Instruction ◽  
Junior College ◽  
Reading Strategy ◽  
Strategy Use ◽  
Strategy Training ◽  
Extensive Reading ◽  
Verbal Reports ◽  
Language Class

Abstract After 16 weeks of extensive reading and reading strategy instruction in an English as a Foreign Language class (n = 52) at a junior college in Taiwan, three weak and three strong second language readers were recruited to investigate reading strategy use. Strategies were inferred from verbal reports gained through a think aloud methodology as participants read a text equivalent to those encountered during regular classroom instruction. Results indicated strong readers used more global strategies than weak readers. Strong readers had a more diverse reading strategy repertoire while weak readers tended to lean towards the use of a single strategy. In addition, strong readers tended to combine strategies. These and other results are discussed in terms of the translation-based reading instruction currently dominating Taiwanese secondary school classrooms. Suggestions are also provided on how classroom English teachers should implement reading strategy training in the English language classroom.

Strategy Instruction to Support Struggling Readers in Comprehending Expository Main Ideas

2020 ◽  
Vol 56 (2) ◽  
pp. 74-83
Author(s):  
Carol Sue Englert ◽  
Troy V. Mariage
Keyword(s):  
Struggling Readers ◽  
Reading Intervention ◽  
Strategy Instruction ◽  
Expository Texts ◽  
Elementary Grades ◽  
Teaching Process ◽  
Comprehension Strategy ◽  
Question Prompts ◽  
Thinking Process ◽  
Main Ideas

This article describes a comprehension strategy that can be used by teachers to help students identify and construct the main ideas for expository texts. The BURNS Strategy (i.e., Box. Underline. Reread. Note. Summarize.) was developed as part of a larger reading intervention to improve the comprehension performance of struggling readers in the elementary grades. The BURNS strategy was designed to incorporate thinking scaffolds and question prompts to guide students through a thinking process that might help them construct the main ideas. This article reports on the teaching process and instructional scaffolds used in the intervention, and discusses implications for teaching main ideas in the intervention setting.

scholarly journals The Effect of Communication Strategy Instruction on Saudi EFL Learners’ Strategy Use, Speaking Proficiency and Self-Efficacy

2019 ◽  
Vol 7 (1) ◽  
pp. 21
Author(s):  
Hassan M. Kassem
Keyword(s):  
Treatment Group ◽  
Self Efficacy ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Communication Strategy ◽  
Strategy Training ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Speaking Proficiency

The current study investigated the effect of communication strategy instruction on Saudi EFL learners’ strategy use, speaking proficiency and speaking self-efficacy. Two intact classes of EFL freshmen at Thadiq Sciences and Humanities College, Shaqra University, KSA participated in the study in the first semester of the academic year 2018-2019. They were assigned to an experimental group (N = 20) and a control group (N = 19). A speaking test and a speaking self-efficacy questionnaire were administered to the two groups. Students’ oral production and communication strategy use were assessed by independent raters. Independent samples t-tests performed on the pretest mean scores of the two groups showed that they were homogenous in strategy use, speaking proficiency and speaking self-efficacy prior to the treatment. Treatment group students were then taught four communication strategies: circumlocution, approximation, appeal for help, and fillers in the Listening and Speaking 2 (Eng 122) course. The control group received the teaching sequence adopted in the course’s textbook which includes no training on communication strategy. Independent and paired samples t-tests revealed that the treatment group outperformed the control group in all dependent variables, hence supporting the positive effect of communication strategy training on strategy use, speaking proficiency and speaking self-efficacy. Pedagogical implications are offered.

scholarly journals Enhancing Comprehension Skill and Self-Efficacy with Strategy Value Information

1987 ◽  
Vol 19 (3) ◽  
pp. 285-302 ◽  
Author(s):  
Dale H. Schunk ◽  
Jo Mary Rice
Keyword(s):  
Self Efficacy ◽  
Combined Treatment ◽  
Strategy Use ◽  
General Strategy ◽  
Multiple Sources ◽  
Specific Strategy ◽  
Comprehension Skill ◽  
Remedial Readers ◽  
Main Ideas ◽  
Better Than

Two experiments investigated how providing remedial readers with information that strategy use improves performance influenced their self-efficacy and comprehension skill. In both studies, children were given training on finding main ideas. Children in Experiment 1 received specific strategy value information, general strategy value information, specific plus general (combined) information, or no strategy value information. In Experiment 2, children received strategy effectiveness feedback, specific strategy value information, or feedback plus specific (combined) information. In each study, the combined treatment enhanced self-efficacy and skill better than the other conditions, which did not differ. These results suggest that remedial readers may not benefit much from minimal information on how strategy use can improve performance. Multiple sources of strategy value information may be necessary to enhance self-efficacy and comprehension skill.

Transfer of College Developmental Reading Students' Textmarking Strategies

1993 ◽  
Vol 25 (1) ◽  
pp. 17-41 ◽  
Author(s):  
Deidra W. Frazier
Keyword(s):  
Developmental Reading ◽  
Strategy Instruction ◽  
Study Strategies ◽  
Strategy Use ◽  
Text Structure ◽  
Strategy Training ◽  
Strategic Learning ◽  
Direct Explanation ◽  
Introductory Biology Course ◽  
Developmental Reading Students

In this study transfer of textmarking strategy use was examined. Four college developmental reading students were asked to use textmarking strategies in their introductory biology course, but not in any other content course in which they were concurrently enrolled. However, at the semester's end, participants produced any textbooks in which they had marked for analysis of spontaneous textmarking. Results revealed that: (a) participants exhibited strong resistance to annotation, had difficulty distinguishing important from trivial information, and organizing and paraphrasing information; (b) participants cited existing knowledge of content material and test expectations as major reasons for textmarking adjustment; (c) participants' statements of textmarking utility were generally consistent with strategy use; and (d) participants gave similar reasons for lack of textmarking transfer. Implications for developmental reading programs based on a strategic learning approach are indicated. Findings support strategy training through direct explanation, including training in specific strategy components and text structure awareness, and integrated strategy instruction in which study strategies instructors are paired with content area specialists.

Comprehension strategy training in content areas

1995 ◽  
Vol 10 (4) ◽  
pp. 411-431 ◽  
Author(s):  
Nuria Carriedo ◽  
Jesús Alonso-Tapia
Keyword(s):  
Strategy Training ◽  
Content Areas ◽  
Comprehension Strategy

scholarly journals Strategy Instruction and Transfer in the EFL Classroom

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Robyn L. Najar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Mixed Design ◽  
Language Classroom ◽  
Learning Instruction ◽  
The Relationship ◽  
And Task

This study examines the generalizability of research in the areas of instruction; learning; and transfer of learning to the role these play in the area of the use of strategic competencies in foreign language contexts (FLC). While previous studies have tended towards a focus on learner variables, this study includes the conditions of applicability with a task that can impact learning and transfer as well. The contributions of both variables, learner and task, were investigated through note-taking strategy instruction and transfer, to ascertain the effect on reading comprehension of textual materials in the English as a foreign language (EFL) classroom. Learning was measured as a precursor to transfer. In order to investigate the role of instruction and transfer in the transfer of strategy use, a mixed design using both qualitative and quantitative approaches for design and analysis was used. Findings suggest that the relationship between instruction and transfer as represented by strategy use and task performance is a multidimensional one, and that there are implications for language learning instruction in the foreign language classroom.

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