scholarly journals Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study

2021 ◽  
Author(s):  
◽  
Anita Titter
Keyword(s):  
Reading Comprehension ◽  
Mixed Methods ◽  
Reading Achievement ◽  
Cognitive Strategies ◽  
Reading Performance ◽  
Reciprocal Teaching ◽  
Post Intervention ◽  
Adolescent Students ◽  
Two Stages ◽  
Baseline Sample

<p>A mixed-methods quasi-experimental design was used to identify relationships between adolescent students’ attributions for their reading performance and their reading achievement by gathering baseline data from year 9 and 10 students (n = 175) and then investigating the effects of two stages of intervention on a treatment group (n = 22) and a comparison group (n = 16). The first stage of intervention used the instructional activity of reciprocal teaching to teach students cognitive strategies to improve reading comprehension. The second stage of the intervention combined on-going reciprocal teaching with attributional-retraining, aimed at to developing internal attributions for reading performance; specifically effort-related attributions rather than attributions focussing on ability. A baseline sample (which included the treatment and comparison samples as well as students from the wider year 9 and 10 cohort) completed a questionnaire about their attributions for their reading performance. There was no evidence of the hypothesised correlation between a measure of students’ incremental mindset (internal, unstable and controllable attribution) and standardised measures of reading comprehension. Analysis of the attribution data for the baseline sample showed evidence that internal and external attributions are not, as theorised, two ends of the same continuum, rather they are separate constructs, albeit negatively correlated. The treatment and comparison groups completed a standardised reading comprehension test and the attribution questionnaire at four time points: pre-intervention; between the two stages of intervention; post-intervention; and delayed post-intervention. A sub-sample of six students, representing a spectrum of reading achievement was interviewed to develop a better understanding of the responses provided in the questionnaire. The combined interventions had no significant effect on students’ attributions for their reading performance or on their reading comprehension achievement. Conversely, the first stage of the intervention, reciprocal teaching, did have a significant effect on the treatment group’s reading comprehension achievement immediately following the intervention and the group were observed eagerly participating in the activity with significantly increased engagement. The combined qualitative and quantitative data from the interventions provided evidence about the complexity of adolescents’ attributional beliefs. Students responded with a wide variety of beliefs that did not conform to the theorised pattern of attributional beliefs. The findings raise questions about how students form attributions for their successes and failures, in particular the direction of the causal relationship between achievement and attributional beliefs.</p>

scholarly journals Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study

2021 ◽  
Author(s):  
◽  
Anita Titter
Keyword(s):  
Reading Comprehension ◽  
Mixed Methods ◽  
Reading Achievement ◽  
Cognitive Strategies ◽  
Reading Performance ◽  
Reciprocal Teaching ◽  
Post Intervention ◽  
Adolescent Students ◽  
Two Stages ◽  
Baseline Sample

<p>A mixed-methods quasi-experimental design was used to identify relationships between adolescent students’ attributions for their reading performance and their reading achievement by gathering baseline data from year 9 and 10 students (n = 175) and then investigating the effects of two stages of intervention on a treatment group (n = 22) and a comparison group (n = 16). The first stage of intervention used the instructional activity of reciprocal teaching to teach students cognitive strategies to improve reading comprehension. The second stage of the intervention combined on-going reciprocal teaching with attributional-retraining, aimed at to developing internal attributions for reading performance; specifically effort-related attributions rather than attributions focussing on ability. A baseline sample (which included the treatment and comparison samples as well as students from the wider year 9 and 10 cohort) completed a questionnaire about their attributions for their reading performance. There was no evidence of the hypothesised correlation between a measure of students’ incremental mindset (internal, unstable and controllable attribution) and standardised measures of reading comprehension. Analysis of the attribution data for the baseline sample showed evidence that internal and external attributions are not, as theorised, two ends of the same continuum, rather they are separate constructs, albeit negatively correlated. The treatment and comparison groups completed a standardised reading comprehension test and the attribution questionnaire at four time points: pre-intervention; between the two stages of intervention; post-intervention; and delayed post-intervention. A sub-sample of six students, representing a spectrum of reading achievement was interviewed to develop a better understanding of the responses provided in the questionnaire. The combined interventions had no significant effect on students’ attributions for their reading performance or on their reading comprehension achievement. Conversely, the first stage of the intervention, reciprocal teaching, did have a significant effect on the treatment group’s reading comprehension achievement immediately following the intervention and the group were observed eagerly participating in the activity with significantly increased engagement. The combined qualitative and quantitative data from the interventions provided evidence about the complexity of adolescents’ attributional beliefs. Students responded with a wide variety of beliefs that did not conform to the theorised pattern of attributional beliefs. The findings raise questions about how students form attributions for their successes and failures, in particular the direction of the causal relationship between achievement and attributional beliefs.</p>

scholarly journals The Efficacy of Academic Reading Strategy Instruction among Adult English as an Additional Language Students: A Professional Development Opportunity Through Action Research

2018 ◽  
Vol 35 (2) ◽  
pp. 78-103
Author(s):  
Raj Khatri
Keyword(s):  
Professional Development ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Reading Performance ◽  
Strategy Use ◽  
Post Intervention ◽  
Reading Strategy Instruction ◽  
Academic Reading

This action research project empirically evaluated the efficacy of reading strategy instruction to help advance adult English as an additional language (EAL) students’ development of academic reading skills and strategy use. The study involved 16 adult participants attending English for Academic Purposes (EAP) programs in British Columbia. These participants received reading strategy instruction over nine sessions during a 6-week period. To capture participants’ reading strategy use, Mokhtari and Sheorey’s Survey of Reading Strategies instrument was used in the pre- and post-intervention stages. Similarly, to measure participants’ reading comprehension abilities, an identical, standardized reading comprehension test was administered in the pre- and post- intervention stages. Participants’ weekly post-task verbal reflections and post-intervention interviews provided qualitative data for the study. Findings showed that reported reading strategy use obtained from the instrument and reading performance increased significantly after the intervention. The results from the analysis of participants’ reflections and interviews revealed a positive association between participants’ strategy use and reading performance. Conducted as a part of professional development, this study aims to resolve EAP professionals’ practical concerns about the use of reading strategies in academic reading as well as provide action researchers with suggestions for future implementation. Ce projet de recherche-action a permis d’effectuer une évaluation empirique de l’efficacité de l’enseignement de stratégies de lecture afin de faire avancer le développement des compétences académiques de lecture et du recours aux stratégies de lecture chez les étudiants adultes inscrits à un cours d’anglais comme langue additionnelle. Ont participé à l’étude 16 adultes inscrits à des programmes d’anglais académique en Colombie-Britannique. Ces participants ont pris part à neuf séances d’enseignement de stratégies de lecture sur une période de 6 semaines. L’instrument de mesure Reading Strategies de Mokhtari et Sheorey a été utilisé pour évaluer le recours des participants aux stratégies de lecture avant et après la période d’intervention. Un test identique et standardisé de compréhension de la lecture a également été administré avant et après la période d’intervention afin d’évaluer les capacités de compréhension des participants. Les réflexions verbales offertes par les participants après les exercices et les entrevues réalisées après l’intervention ont produit des données qualitatives pour l’étude. Celle-ci a permis de constater un accroissement significatif du recours aux stratégies de lecture fournies par l’instrument et de la performance de lecture suite à l’intervention. Les résultats de l’analyse des réflexions et des entrevues des participants ont permis de constater une association positive entre l’utilisation de stratégies de lecture et la performance de lecture des participants. Menée dans le cadre du perfectionnement professionnel, cette étude vise à répondre aux inquiétudes pratiques des professionnels de l’enseignement de l’anglais académique relativement au recours aux stratégies de lecture tout en fournissant aux praticiens et praticiennes de la recherche-action des suggestions à mettre en œuvre dans le futur.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

scholarly journals Effectiveness of the reflection-based reciprocal teaching approach for reading comprehension achievement in upper secondary school in Myanmar

2021 ◽  
Author(s):  
Tun Zaw Oo ◽  
Andrea Magyar ◽  
Anita Habók
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Classroom Environment ◽  
Teaching Method ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Experimental Group

AbstractThis study investigates the effectiveness of the reflection-based reciprocal teaching (RBRT) approach for Myanmar upper secondary school students’ reading comprehension in English. In the RBRT approach, the main frame is based on the reflective teaching model for reading comprehension (Oo and Habók in Int Electron J Elementary Educ 13(1):127–138, 2020), in which the reciprocal teaching method (involving questioning, clarifying, summarizing, and predicting) was applied. This study used cluster randomized trials. Two groups participated in the research: the experimental group, who were taught with the RBRT approach, and the control group, who were taught with traditional methods. Results showed that the RBRT approach has a strong effect on students’ English reading comprehension achievement. The experimental group increased its achievement on the posttest significantly, and the students’ results showed high effect size. It was also found that teachers’ reflection on the instructional context had a considerable impact on raising students’ reading comprehension achievement. The RBRT approach can be successfully applied in the classroom environment to develop students’ reading comprehension in English in Myanmar.

scholarly journals Promoting Problem Solving About Health Management: A Mixed-Methods Pilot Evaluation of a Digital Health Intervention for Older Adults With Pre-Frailty and Frailty

2021 ◽  
Vol 7 ◽  
pp. 233372142098568
Author(s):  
Annie T. Chen ◽  
Frances Chu ◽  
Andrew K. Teng ◽  
Soojeong Han ◽  
Shih-Yin Lin ◽  
...  
Keyword(s):  
Older Adults ◽  
Mixed Methods ◽  
Health Literacy ◽  
Problem Solving ◽  
Self Efficacy ◽  
Health Management ◽  
Digital Health ◽  
Post Intervention ◽  
Problem Solving Skills ◽  
Health Related

Background: There is a need for interventions to promote health management of older adults with pre-frailty and frailty. Technology poses promising solutions, but questions exist about effective delivery. Objectives: We present the results of a mixed-methods pilot evaluation of Virtual Online Communities for Older Adults (VOCALE), an 8-week intervention conducted in the northwestern United States, in which participants shared health-related experiences and applied problem solving skills in a Facebook group. Methods: We performed a mixed-methods process evaluation, integrating quantitative and qualitative data, to characterize the intervention and its effects. We focus on four areas: health-related measures (health literacy and self-efficacy), participation, problem solving skills enacted, and subjective feedback. Results: Eight older adults with pre-frailty and frailty (age = 82.7 ± 6.6 years) completed the study. There was an upward trend in health literacy and health self-efficacy post-intervention. Participants posted at least two times per week. Content analysis of 210 posts showed participants were able to apply the problem solving skills taught, and exit interviews showed participants’ increased awareness of the need to manage health, and enjoyment in learning about others. Conclusion: This mixed-methods evaluation provides insight into feasibility and design considerations for online interventions to promote health management among vulnerable older adults.

Feasibility of a Lifestyle Physical Activity Intervention to Prevent Memory Loss in Older Women With Cardiovascular Disease: A Mixed-Methods Approach

2019 ◽  
pp. 084456211985623 ◽  
Author(s):  
Shannon Halloway ◽  
JoEllen Wilbur ◽  
Michael E. Schoeny ◽  
Lynne T. Braun ◽  
Neelum T. Aggarwal ◽  
...  
Keyword(s):  
Physical Activity ◽  
Cardiovascular Disease ◽  
Mixed Methods ◽  
Physical Activity Intervention ◽  
Memory Loss ◽  
Post Intervention ◽  
Mixed Methods Approach ◽  
High Satisfaction ◽  
Post Test ◽  
Lifestyle Physical Activity

Background Memory loss in older age affects women more than men and cardiovascular disease is a leading risk factor. Physical activity can improve memory in healthy older adults; however, few physical activity interventions have targeted women with cardiovascular disease, and none utilized lifestyle approaches. Purpose The purpose of this study was to examine feasibility, acceptability, and preliminary effects of a 24-week lifestyle physical activity intervention (physical activity prescription, five group meetings, and nine motivational interviewing calls). Methods A sequential mixed-methods approach was used. Participants were 18 sedentary women ≥65 years with cardiovascular disease and without cognitive impairment recruited in August 2017. Feasibility, acceptability, self-reported health, accelerometer-assessed physical activity, and neurocognitive memory tests were measured using a pre-post test design. Two post-intervention focus groups ( n = 8) were conducted in June 2018. Concept analysis was used to identify barriers/motivators of intervention participation. Results Meeting attendance was >72% and retention was 94%. Participants rated the program with high satisfaction. There were significant improvements at 24 weeks in self-rated physical health, objective daily steps, and estimated cardiorespiratory fitness ( d = .30–.64). Focus group themes generated recommendations for modifying the intervention. Conclusion Findings support adapting the intervention further for women with cardiovascular disease and testing it in an efficacy trial.

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

Sign in / Sign up

Export Citation Format

Share Document