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Enseñanza recíproca y autoobservación del uso de estrategias: efectos sobre la comprensión de textos
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ferrer, Manuel Soriano Chebaani, Fatma Ayala, Encarnación Soriano Tomás, Adela Descals |
| Copyright Year | 2011 |
| Abstract | Reciprocal teaching and self-monitoring of strategy use: Effects on reading comprehension. Reciprocal teaching (RT) is an instructional procedure to teach students cognitive strategies that might lead to improved reading comprehension. However, self-monitoring (SM) strategy use can optimize instruction of comprehension. Thus, the present study analyzed: (a) the efficacy of RT in regular classes and (b) the efficacy of RT + SM of strategy use. A sample of 59 students in the fourth year of primary education was selected: 19 children were selected as an RT condition, 18 as an RT + SM condition, while the remaining 22 made up the comparison group. Two types of comprehension measures were used: tasks of specific effects (getting the main idea, writing a summary, comprehension-monitoring test) and transfer effect measures (standardised tests, word meaning inference, and free recall). Thus, the results show that both the RT condition and the RT + SM condition benefited from the instruction, performing better than the comparison group in measures of specific effects and in some of the transfer effect measures. This result shows that SM is not a necessary component in the instruction of reading comprehension with RT. |
| Starting Page | 38 |
| Ending Page | 43 |
| Page Count | 6 |
| File Format | PDF HTM / HTML |
| Volume Number | 23 |
| Alternate Webpage(s) | http://www.redalyc.org/pdf/727/72717207007.pdf |
| Alternate Webpage(s) | http://www.psicothema.com/pdf/3847.pdf |
| Alternate Webpage(s) | https://www.redalyc.org/pdf/727/72717207007.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
