View in EDS PDF Full Text

The Impact of Peer-Collaborative Strategic Reading and Reflective Journal Writing on Orchestrated Reading Strategy Use and Comprehension

Saved in:
Bibliographic Details
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 0000-0003-0300-6339)
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
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHt64rpkswImcQ2-RCIdFHIAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDL5bI8tA1fWJbU8B_wIBEICBmngomyCvTA9dHpkd75Quk3m6Q40O1tt4qMRLokcQS7S1STpC9h-29hYY4bLlN3SlVdH6eAthU3MAdrQ3b98mIM8bwEW0EfBaVtmniRC7dQwLLh42nwwyJDZMCKy2hthqdUUpN5_7lJTozNt0VAnksD0WQr9GfqesUtLq8LRutVBgECsKmc2ieIh5yWNXtPzQByQgYmzwUP98w4Q=
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1417835
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1417835
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Impact of Peer-Collaborative Strategic Reading and Reflective Journal Writing on Orchestrated Reading Strategy Use and Comprehension
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lakshmana+Rao+Pinninti%22">Lakshmana Rao Pinninti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0300-6339">0000-0003-0300-6339</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22TESL-EJ%22"><i>TESL-EJ</i></searchLink>. 2024 27(4).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Writing%22">Journal Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Journals%22">Student Journals</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1072-4303
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1417835
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1417835
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Journal Writing
        Type: general
      – SubjectFull: Student Journals
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: India
        Type: general
    Titles:
      – TitleFull: The Impact of Peer-Collaborative Strategic Reading and Reflective Journal Writing on Orchestrated Reading Strategy Use and Comprehension
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lakshmana Rao Pinninti
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 1072-4303
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: TESL-EJ
              Type: main
ResultId 1