An Experimental Study to Strengthen Students’ Comprehension of Informational Texts: Is Teaching for Transfer Important?

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2022-05-10 DOI:10.1111/ldrp.12276
Samuel Allen Patton, Douglas Fuchs, Emma L. Hendricks, Annie J. Pennell, Meagan E. Walsh, Lynn S. Fuchs, Wen Zhang Tracy, Loulee Yen Haga
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Abstract

Reading nonfiction texts with understanding is important to school success, yet many students struggle to do so. This randomized controlled trial extends previous research by contrasting an earlier iteration of a comprehension tutoring program (Comp) against a variant with strategies for transferring learning (Comp+Transfer). Participants were 189 fourth and fifth graders with weak reading comprehension. To evaluate their efficacy, we used commercially developed far-transfer measures and experimenter-made near- and mid-transfer measures of reading comprehension. In contrast to controls, students in both programs significantly improved their understanding of near-transfer passages. Additionally, students in Comp+Transfer improved performance on mid-transfer passages. These findings suggest the value of teaching for transfer and the importance of measuring program efficacy with researcher-made tests alongside commercial tests.

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加强学生对信息文本理解的实验研究:迁移教学重要吗?
理解阅读非小说类文本对学校的成功很重要,但许多学生很难做到这一点。这项随机对照试验通过将理解辅导计划(Comp)的早期迭代与迁移学习策略(Comp+Transfer)的变体进行对比,扩展了之前的研究。参与者是189名阅读理解能力较弱的四年级和五年级学生。为了评估它们的有效性,我们使用了商业开发的远迁移测量和实验者制作的阅读理解的近迁移和中迁移测量。与对照组相比,这两个项目的学生都显著提高了他们对近迁移通道的理解。此外,Comp+Transfer课程的学生在转学中段的表现也有所提高。这些发现表明了迁移教学的价值,以及在商业测试的同时通过研究人员测试来衡量项目有效性的重要性。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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