Abstract
The goal of this study was to investigate the effects of teachingtext comprehension strategies to children with decoding andreading comprehension problems and with a poor or normallistening ability. Two experiments are reported. Four textcomprehension strategies, viz., question generation, summarizing,clarification, and predicting were taught through directinstruction and reciprocal teaching. In both experiments, effectswere measured according to a pretest – posttest – retentiontest – control group design. Dependent variables wereexperimenter-developed strategic reading and listening tests, andstandardized reading and listening comprehension tests. In thefirst experiment the subjects were 9 to 11-year-old poor readersfrom special schools for children with learning disabilities. Inthis experiment, the intervention program's texts and strategyinstructions were presented in listening settings only. Thesubjects in the second experiment were 10-year-old children fromregular elementary schools and 9 to 11-year-old children fromspecial schools. They were also poor readers but their decodingperformance was not as poor as in the subjects in experiment 1.In experiment 2, the intervention program involved textpresentations in alternating reading and listening lessons.Although in general, normal listeners performed better on allcomprehension tests than poor listeners, there were nodifferential program effects for the two listening levels. Cleareffects of both programs were found on strategic reading andlistening tests administered directly after the interventions. Inthe first experiment, maintenance test performance showedprolonged program benefits, whereas in the second experimentthese maintenance effects were blurred by unexpected gains of thecontrol groups of students, especially from regular schools.Finally, apart from some local successes, neither of the twoexperiments offered stable evidence of transfer of comprehensionstrategy training to standardized general listening and readingcomprehension tests.
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Van Den Bos, K.P., Brand-Gruwel, S. & Aarnoutse, C.A. Text comprehension strategy instruction with poor readers. Reading and Writing 10, 471–498 (1998). https://doi.org/10.1023/A:1007976225000
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DOI: https://doi.org/10.1023/A:1007976225000