View in EDS

Developing a reading comprehension intervention: Translating cognitive theory to educational practice.

Saved in:
Bibliographic Details
Title: Developing a reading comprehension intervention: Translating cognitive theory to educational practice.
Authors: McMaster, Kristen L.1 mcmas004@umn.edu, van den Broek, Paul2, Espin, Christine A.2, Pinto, Viveca1, Janda, Bonita1, Lam, Elizabeth1, Hsu, Hui-Chen1, Jung, Pyung-Gang1, Leinen, Amy Bethel1, van Boekel, Martin1
Source: Contemporary Educational Psychology. Jan2015, Vol. 40, p28-40. 13p.
Subject Terms: *Reading comprehension, *Cognitive learning theory, *Classroom environment, *Translating & interpreting, *Struggling readers, Triangulation
Abstract: The purpose of this study was to translate cognitive models of reading comprehension to educational practice to develop an intervention that is theoretically sound, effective, and feasible for classroom use. Specifically, the effects of questioning type (Causal versus General) and timing (Online versus Offline) on struggling readers’ comprehension were compared. Sixty-two fourth-graders identified as struggling comprehenders were placed in groups of 3–5 students; groups were assigned randomly to Causal or General questioning conditions. All groups received both Online and Offline questioning in counterbalanced order. Tutors delivered intervention for 20–30 min, 3 times per week, for 18 sessions. Dependent measures included students’ recall and oral reading of narrative text. Theoretical, empirical, and practical perspectives were triangulated to select the combination of question type and timing that appeared most promising. Findings are discussed with particular emphasis on challenges associated with translating cognitive theory to practice in classroom-based settings. [ABSTRACT FROM AUTHOR]
Copyright of Contemporary Educational Psychology is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:The purpose of this study was to translate cognitive models of reading comprehension to educational practice to develop an intervention that is theoretically sound, effective, and feasible for classroom use. Specifically, the effects of questioning type (Causal versus General) and timing (Online versus Offline) on struggling readers’ comprehension were compared. Sixty-two fourth-graders identified as struggling comprehenders were placed in groups of 3–5 students; groups were assigned randomly to Causal or General questioning conditions. All groups received both Online and Offline questioning in counterbalanced order. Tutors delivered intervention for 20–30 min, 3 times per week, for 18 sessions. Dependent measures included students’ recall and oral reading of narrative text. Theoretical, empirical, and practical perspectives were triangulated to select the combination of question type and timing that appeared most promising. Findings are discussed with particular emphasis on challenges associated with translating cognitive theory to practice in classroom-based settings. [ABSTRACT FROM AUTHOR]
ISSN:0361476X
DOI:10.1016/j.cedpsych.2014.04.001