Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students

Detalhes bibliográficos
Autor(a) principal: Gayo, Elena
Data de Publicação: 2014
Outros Autores: Deano, Manuel, Conde, Angeles, Ribeiro, Iolanda, Cadime, Irene Maria Dias, Alfonso, Sonia
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/1822/54259
Resumo: Background: Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes and strategies, using the "Aprender a Comprender" [Learning to Understand] program. Method: Instruction was carried out in the classroom by two teachers during six months. Ninety-four students participated, 49 from 5th grade and 45 from 6th grade. A pretest-intervention-posttest-follow-up design was used with a comparison group by grade. Results: The analysis of variance shows an impact of the intervention and its differential maintenance in each grade. The 5th-grade intervention group scored higher than the comparison group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up. Conclusions: Textual strategy instruction favors reading comprehension and the progressive development of planning, which is necessary for supervision and regulation, and its effects are maintained over time.
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spelling Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade studentsEfecto de un programa de intervención en los procesos y estrategias para la comprensión lectora en estudiantes de 5º y 6º gradostrategy instructionreading comprehensionplanningintervention programinstrucción estratégicacomprensión lectoraplanificaciónprograma de intervenciónSocial SciencesBackground: Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes and strategies, using the "Aprender a Comprender" [Learning to Understand] program. Method: Instruction was carried out in the classroom by two teachers during six months. Ninety-four students participated, 49 from 5th grade and 45 from 6th grade. A pretest-intervention-posttest-follow-up design was used with a comparison group by grade. Results: The analysis of variance shows an impact of the intervention and its differential maintenance in each grade. The 5th-grade intervention group scored higher than the comparison group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up. Conclusions: Textual strategy instruction favors reading comprehension and the progressive development of planning, which is necessary for supervision and regulation, and its effects are maintained over time.Antecedentes: diferentes investigaciones han evidenciado que el fomento de estrategias cognitivas y metacognitivas puede mejorar la comprensión lectora y su instrucción favorece la utilización adecuada de los procesos de monitoreo y de las estrategias de regulación. El objetivo del estudio es analizar los efectos de la instrucción estratégica y metacognitiva con el programa “Aprender a Comprender” en los procesos y estrategias para la comprensión lectora. Método: la instrucción se llevó a cabo durante seis meses, en el aula, a cargo de dos docentes. Participaron 94 escolares, 49 de 5º grado y 45 de 6º grado. Se utilizó un diseño pretest-intervenciónpostest-seguimiento con un grupo de comparación por grado. Resultados: los análisis de varianza muestran un impacto de la intervención y su mantenimiento diferencial en cada grado. Los estudiantes del grupo de intervención de 5º grado puntuaron más alto en la prueba de comprensión lectora en postest y en el seguimiento. Los del grupo de intervención de 6º grado puntuaron más alto en la escala de planifi cación tanto en postest como en el seguimiento. Conclusiones: la instrucción estratégica textual favorece la comprensión lectora y el progresivo desarrollo de la planifi cación necesaria para su supervisión y regulación, manteniendo sus efectos en el tiempo.info:eu-repo/semantics/publishedVersionColegio Oficial de Psicólogos del Principado de AsturiasUniversidade do MinhoGayo, ElenaDeano, ManuelConde, AngelesRibeiro, IolandaCadime, Irene Maria DiasAlfonso, Sonia20142014-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/54259eng0214-991510.7334/psicothema2014.4225340892info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:51:21Zoai:repositorium.sdum.uminho.pt:1822/54259Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:50:14.160262Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students
Efecto de un programa de intervención en los procesos y estrategias para la comprensión lectora en estudiantes de 5º y 6º grado
title Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students
spellingShingle Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students
Gayo, Elena
strategy instruction
reading comprehension
planning
intervention program
instrucción estratégica
comprensión lectora
planificación
programa de intervención
Social Sciences
title_short Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students
title_full Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students
title_fullStr Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students
title_full_unstemmed Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students
title_sort Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students
author Gayo, Elena
author_facet Gayo, Elena
Deano, Manuel
Conde, Angeles
Ribeiro, Iolanda
Cadime, Irene Maria Dias
Alfonso, Sonia
author_role author
author2 Deano, Manuel
Conde, Angeles
Ribeiro, Iolanda
Cadime, Irene Maria Dias
Alfonso, Sonia
author2_role author
author
author
author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Gayo, Elena
Deano, Manuel
Conde, Angeles
Ribeiro, Iolanda
Cadime, Irene Maria Dias
Alfonso, Sonia
dc.subject.por.fl_str_mv strategy instruction
reading comprehension
planning
intervention program
instrucción estratégica
comprensión lectora
planificación
programa de intervención
Social Sciences
topic strategy instruction
reading comprehension
planning
intervention program
instrucción estratégica
comprensión lectora
planificación
programa de intervención
Social Sciences
description Background: Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes and strategies, using the "Aprender a Comprender" [Learning to Understand] program. Method: Instruction was carried out in the classroom by two teachers during six months. Ninety-four students participated, 49 from 5th grade and 45 from 6th grade. A pretest-intervention-posttest-follow-up design was used with a comparison group by grade. Results: The analysis of variance shows an impact of the intervention and its differential maintenance in each grade. The 5th-grade intervention group scored higher than the comparison group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up. Conclusions: Textual strategy instruction favors reading comprehension and the progressive development of planning, which is necessary for supervision and regulation, and its effects are maintained over time.
publishDate 2014
dc.date.none.fl_str_mv 2014
2014-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/1822/54259
url http://hdl.handle.net/1822/54259
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 0214-9915
10.7334/psicothema2014.42
25340892
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Colegio Oficial de Psicólogos del Principado de Asturias
publisher.none.fl_str_mv Colegio Oficial de Psicólogos del Principado de Asturias
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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