Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning Effects on Expository Reading Comprehension Among Struggling Readers

• Published in: Journal of educational psychology Vol. 96; no. 2; pp. 283 - 296
• Main Author: Mason, Linda H
• Format: Journal Article
• Language: English
• Published: Washington, DC American Psychological Association 01-06-2004
• Subjects: Biological and medical sciences; Comparative Analysis; Educational psychology; Effect Size; Elementary School Students; Female; Fundamental and applied biological sciences. Psychology; Grade 5; Human; Intervention; Male; Measures (Individuals); Oral Reading; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychopedagogics. Didactics; Questioning; Reading Ability; Reading Comprehension; Reading Difficulties; Reading instruction; Reading Strategies; Self Efficacy; Self regulation; Self-Regulated Learning; Teaching Methods; Human; Verbal comprehension; Reading; School age; Language; Self regulation; Strategy; Cognition; Question answering; Child
• ISSN: 0022-0663; 1939-2176
• DOI: 10.1037/0022-0663.96.2.283

The effects of 2 rigorous strategic approaches to reading comprehension for 32 5th-grade students who struggle with reading were investigated. The first approach, TWA (
T
hink before reading, think
W
hile reading, think
A
fter reading), was taught following explicit self-regulated strategy development instructional procedures (K. R.
Harris & S. Graham, 1999
). The second approach, reciprocal questioning (RQ), was taught following Cooperative ReQuest procedures developed by A. V.
Manzo, U. C. Manzo, and T. H. Estes (2001)
. Compared with RQ students, TWA students improved significantly (with medium to large effect sizes) on 5 oral reading comprehension measures. There were no significant differences, however, between groups on 3 written comprehension measures, self-efficacy, or motivation. Students were positive about each intervention.