Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: Amultiple-probe design study
The purpose of this study was to investigate the effectiveness of “RAP” [RAP is a three-step strategy: Read-Ask-Put], a paraphrasing cognitive strategy training, associated with a self-regulatory model, on the development of reading comprehension among fourth-grade s...
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| Format: | Article |
| Language: | English |
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Kura Publishing
2017-09-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/306/298 |
| _version_ | 1797907510183591936 |
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| author | İlhan İlter |
| author_facet | İlhan İlter |
| author_sort | İlhan İlter |
| collection | DOAJ |
| description | The purpose of this study was to investigate the effectiveness of “RAP” [RAP is a three-step strategy: Read-Ask-Put], a paraphrasing cognitive strategy training, associated with a self-regulatory model, on the development of reading comprehension among fourth-grade students. All participants were selected on the basis of initial reading comprehension measures and consisted of three male students who were identified as being at a frustration-level reading. A multiple-probe design across participants was used. As a result, the participants showed significant improvements in the text recall and an enhancement their reading comprehension skills. Two of the participants were able to maintain their improvements and generalized each step of the strategy in the “RAP” to different content-area texts. The remaining participant made remarkable improvements with respect to the baseline phase, but did not maintain and generalize the strategy. Suggestions were made for improving future research investigating the effects of RAP paraphrasing strategy. |
| first_indexed | 2024-04-10T10:37:54Z |
| format | Article |
| id | doaj.art-9bcf6310d2c74e3ba2cc143131a485ee |
| institution | Directory Open Access Journal |
| issn | 1307-9298 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T10:37:54Z |
| publishDate | 2017-09-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-9bcf6310d2c74e3ba2cc143131a485ee2023-02-15T16:20:45ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982017-09-0110114716110.26822/iejee.2017131894Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: Amultiple-probe design studyİlhan İlter0University of Kahramanmaraş Sutcu ImamThe purpose of this study was to investigate the effectiveness of “RAP” [RAP is a three-step strategy: Read-Ask-Put], a paraphrasing cognitive strategy training, associated with a self-regulatory model, on the development of reading comprehension among fourth-grade students. All participants were selected on the basis of initial reading comprehension measures and consisted of three male students who were identified as being at a frustration-level reading. A multiple-probe design across participants was used. As a result, the participants showed significant improvements in the text recall and an enhancement their reading comprehension skills. Two of the participants were able to maintain their improvements and generalized each step of the strategy in the “RAP” to different content-area texts. The remaining participant made remarkable improvements with respect to the baseline phase, but did not maintain and generalize the strategy. Suggestions were made for improving future research investigating the effects of RAP paraphrasing strategy.https://iejee.com/index.php/IEJEE/article/view/306/298Reading comprehensionCognitive strategy trainingParaphrasingRAP paraphrasing strategyFrustration-level readers |
| spellingShingle | İlhan İlter Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: Amultiple-probe design study International Electronic Journal of Elementary Education Reading comprehension Cognitive strategy training Paraphrasing RAP paraphrasing strategy Frustration-level readers |
| title | Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: Amultiple-probe design study |
| title_full | Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: Amultiple-probe design study |
| title_fullStr | Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: Amultiple-probe design study |
| title_full_unstemmed | Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: Amultiple-probe design study |
| title_short | Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: Amultiple-probe design study |
| title_sort | improving the reading comprehension of primary school students at frustration level reading through the paraphrasing strategy training amultiple probe design study |
| topic | Reading comprehension Cognitive strategy training Paraphrasing RAP paraphrasing strategy Frustration-level readers |
| url | https://iejee.com/index.php/IEJEE/article/view/306/298 |
| work_keys_str_mv | AT ilhanilter improvingthereadingcomprehensionofprimaryschoolstudentsatfrustrationlevelreadingthroughtheparaphrasingstrategytrainingamultipleprobedesignstudy |