A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching : do these changes actually contribute to reading comprehension? (2023)
Juhkam, M., Jõgi, A.-L., Soodla, P., & Aro, M. (2023). Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching : do these changes actually contribute to reading comprehension?. Frontiers in Psychology, 14, Article 1191103. https://doi.org/10.3389/fpsyg.2023.1191103
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Juhkam, Maris; Jõgi, Anna-Liisa; Soodla, Piret; Aro, Mikko
Lehti tai sarja: Frontiers in Psychology
eISSN: 1664-1078
Julkaisuvuosi: 2023
Ilmestymispäivä: 24.08.2023
Volyymi: 14
Artikkelinumero: 1191103
Kustantaja: Frontiers Media
Julkaisumaa: Sveitsi
Julkaisun kieli: englanti
DOI: https://doi.org/10.3389/fpsyg.2023.1191103
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/89053
Tiivistelmä
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.
YSO-asiasanat: lukeminen; sujuvuus; luetun ymmärtäminen; metakognitio; oppimisvaikeudet; oppiminen; opetus
Vapaat asiasanat: reading fluency; reading strategies; reading comprehension; reciprocal teaching; learning difficulties
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2023
JUFO-taso: 1
