Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension?
The study examined the effect of reciprocal teaching on students’ reading comprehension, reading fluency, and metacognitive knowledge of reading strategies, especially among students with learning difficulties. The special focus was to assess how the increase in reading fluency and metacognitive kno...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-08-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1191103/full |
| _version_ | 1797730127602253824 |
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| author | Maris Juhkam Anna-Liisa Jõgi Piret Soodla Mikko Aro |
| author_facet | Maris Juhkam Anna-Liisa Jõgi Piret Soodla Mikko Aro |
| author_sort | Maris Juhkam |
| collection | DOAJ |
| description | The study examined the effect of reciprocal teaching on students’ reading comprehension, reading fluency, and metacognitive knowledge of reading strategies, especially among students with learning difficulties. The special focus was to assess how the increase in reading fluency and metacognitive knowledge during the intervention contributes to the reading comprehension outcome. The sample consisted of 301 Grade 3 students, of whom 77 had learning difficulties. Analyzes of (co)variances were used for estimating the effects of reciprocal teaching on the development of reading comprehension, reading fluency, and metacognitive knowledge. Multigroup path analysis was used for testing the effect of increase in reading fluency and metacognitive knowledge on reading comprehension. We found reciprocal teaching had a positive effect on reading comprehension, especially for students with learning difficulties. Reading fluency and metacognitive knowledge improved significantly, but similarly in both the intervention and control groups. However, the increase in metacognitive knowledge only contributed to reading comprehension in the intervention group, not in the control group. The study sheds light on the cognitive and metacognitive mechanisms underlying students’ reading comprehension process, emphasizing metacognitive knowledge and especially the systematic practice of reading strategies as key factors in improving reading comprehension. |
| first_indexed | 2024-03-12T11:39:45Z |
| format | Article |
| id | doaj.art-91b697a56900481d9ff234c53d63b93d |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-12T11:39:45Z |
| publishDate | 2023-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-91b697a56900481d9ff234c53d63b93d2023-08-31T19:14:36ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-08-011410.3389/fpsyg.2023.11911031191103Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension?Maris Juhkam0Anna-Liisa Jõgi1Piret Soodla2Mikko Aro3Tallinn University, Tallinn, EstoniaTallinn University, Tallinn, EstoniaTallinn University, Tallinn, EstoniaUniversity of Jyväskylä, Jyväskylä, FinlandThe study examined the effect of reciprocal teaching on students’ reading comprehension, reading fluency, and metacognitive knowledge of reading strategies, especially among students with learning difficulties. The special focus was to assess how the increase in reading fluency and metacognitive knowledge during the intervention contributes to the reading comprehension outcome. The sample consisted of 301 Grade 3 students, of whom 77 had learning difficulties. Analyzes of (co)variances were used for estimating the effects of reciprocal teaching on the development of reading comprehension, reading fluency, and metacognitive knowledge. Multigroup path analysis was used for testing the effect of increase in reading fluency and metacognitive knowledge on reading comprehension. We found reciprocal teaching had a positive effect on reading comprehension, especially for students with learning difficulties. Reading fluency and metacognitive knowledge improved significantly, but similarly in both the intervention and control groups. However, the increase in metacognitive knowledge only contributed to reading comprehension in the intervention group, not in the control group. The study sheds light on the cognitive and metacognitive mechanisms underlying students’ reading comprehension process, emphasizing metacognitive knowledge and especially the systematic practice of reading strategies as key factors in improving reading comprehension.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1191103/fullreading fluencyreading strategiesreading comprehensionreciprocal teachinglearning difficulties |
| spellingShingle | Maris Juhkam Anna-Liisa Jõgi Piret Soodla Mikko Aro Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension? Frontiers in Psychology reading fluency reading strategies reading comprehension reciprocal teaching learning difficulties |
| title | Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension? |
| title_full | Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension? |
| title_fullStr | Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension? |
| title_full_unstemmed | Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension? |
| title_short | Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension? |
| title_sort | development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching do these changes actually contribute to reading comprehension |
| topic | reading fluency reading strategies reading comprehension reciprocal teaching learning difficulties |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1191103/full |
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