Effects of metacognitive strategy instruction and instruction time on reading comprehension

Thoni A. M. Houtveen · Wim J.C.M. van de Grift

99 citations0/0 files storedSchool Effectiveness and School Improvement

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Reading and Literacy Development Innovative Teaching and Learning Methods Educational Strategies and Epistemologies

Abstract

Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the experimental group in metacognitive abilities for reading comprehension turned out to be significantly greater than those made by the students in the control group. In the next school, year the students in the former experimental group and the former control group were tested for reading comprehension. It turned out that the students in the former experimental group had significantly better results on reading comprehension than the students in the former control group.

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References

1986Handbook of research on teaching 1991Handbook of reading research 1983The instruction of reading comprehension 2011What Research Has to Say About Reading Instruction 1978What Classroom Observations Reveal About Reading Comprehension Instruction 1998Reading instruction that works: the case for balanced teaching 1996Verbal Protocols of Reading: The Nature of Constructively Responsive Reading 2002Comprehension instruction : research-based best practices

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