The impact of a strategy-based intervention on the comprehension and strategy use of struggling adolescent readers.

• Autores: Susan Chambers Cantrell, Janice F. Almasi, Janis C. Carter, Margaret Rintamaa, Angela Madden
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 2, 2010, págs. 257-280
• Idioma: inglés
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• Resumen

  • This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction in 6 LSC strategies and 290 students who did not receive intervention instruction. After 1 school year, 6th-grade students who received intervention instruction significantly outperformed students in the control group on a standardized measure of reading comprehension and reported using problem-solving strategies in reading to a greater extent than students in the control group. There were no significant differences between 9th grade intervention and control groups in reading comprehension or strategy use.