The Impact of Peer-Collaborative Strategic Reading and Reflective Journal Writing on Orchestrated Reading Strategy Use and Comprehension
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| Title: | The Impact of Peer-Collaborative Strategic Reading and Reflective Journal Writing on Orchestrated Reading Strategy Use and Comprehension |
|---|---|
| Language: | English |
| Authors: | Lakshmana Rao Pinninti (ORCID |
| Source: | TESL-EJ. 2024 27(4). |
| Availability: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 9 High Schools Junior High Schools Middle Schools |
| Descriptors: | Cooperative Learning, Reading Strategies, Reflection, Journal Writing, Student Journals, Reading Comprehension, Reading Instruction, Secondary School Students, Grade 9, Reading Processes, Metacognition, Foreign Countries, Reading Tests |
| Geographic Terms: | India |
| ISSN: | 1072-4303 |
| Abstract: | Research indicates that reading strategy instruction improves comprehension. Conceptualizing strategy training as mediating reading strategy use through collaborative and reflective practices, the present study examined the combined effect of peer-collaborative strategic reading and reflective journaling on strategy use and comprehension. Data were collected from 72 ninth-grade participants, employing a pretest-posttest comparison group design, through Reflective Journals, Reading Comprehension Test, and the Survey of Reading Strategies. The experimental group (n=36) participated in strategy training, while the comparison group (n=36) had regular study hours. Reflective journals show that the experimental group improved in rationalizing the conditional knowledge of strategies, using strategy clusters, employing responsive actions, specifying the details of strategy use and verbalizing the reading process. Findings also indicate that the experimental group outperformed the comparison group in post-test in comprehension and frequency of strategy use. The findings imply that reading strategy instruction models and teachers can increase the collaborative and reflective nature of strategy training to develop students' strategic reading and comprehension. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1417835 |
| Database: | ERIC |
| Abstract: | Research indicates that reading strategy instruction improves comprehension. Conceptualizing strategy training as mediating reading strategy use through collaborative and reflective practices, the present study examined the combined effect of peer-collaborative strategic reading and reflective journaling on strategy use and comprehension. Data were collected from 72 ninth-grade participants, employing a pretest-posttest comparison group design, through Reflective Journals, Reading Comprehension Test, and the Survey of Reading Strategies. The experimental group (n=36) participated in strategy training, while the comparison group (n=36) had regular study hours. Reflective journals show that the experimental group improved in rationalizing the conditional knowledge of strategies, using strategy clusters, employing responsive actions, specifying the details of strategy use and verbalizing the reading process. Findings also indicate that the experimental group outperformed the comparison group in post-test in comprehension and frequency of strategy use. The findings imply that reading strategy instruction models and teachers can increase the collaborative and reflective nature of strategy training to develop students' strategic reading and comprehension. |
|---|---|
| ISSN: | 1072-4303 |
