6533b7dafe1ef96bd126d8d6
RESEARCH PRODUCT
Instrucción en estrategias de comprensión lectora mediante enseñanza recíproca: efectos del agrupamiento de los estudiantes
Francisco Nievas-cazorlaPilar Sánchez-lópezEncarnación Soriano-ayalaManuel Soriano-ferrersubject
Instrucciónbusiness.industrycomprensión lectoralcsh:BF1-990Primary educationmodalidad de agrupamientoStandardized testCognitionModalidad de agrupamientoComprensión lectoraDevelopmental psychologyTest (assessment)ComprehensionEnseñanza recíproca159.9 - PsicologíaFree recalllcsh:PsychologyReading comprehensioninstrucciónReciprocal teachingbusinessPsychologyGeneral Psychologydescription
The aim of this study was to compare the effects of two grouping formats on the reading comprehension. Reading comprehension Instruction used reciprocal teaching (RT) that is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. A sample of 43 students in the fourth year of primary education was selected: 18 children were instructed in regular classroom (GG), 8 were instructed in small group (PG), while the remaining 17 made up the comparison group (GC). Two types of comprehension measures were used: tasks of specific effects (getting the main idea, comprehension-monitoring test) and transfer effect measures (standardized test, word meaning inference, and free recall). Thus, the results show that both RT conditions benefited from the instruction, performing better than the comparison group in measures of specific effects and in the transfer effect measures. Furthermore, students from small group (PG) outperformed students in GG and GC on specific effects and in the transfer effect measures.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2013-10-01 |