A short teacher-led intervention using direct instruction enhances 5th graders' purposeful reading skills |
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| Institution: | 1. Laboratoire de Recherches sur les Apprentissages en Contexte (LaRAC), Université Grenoble Alpes, France;2. Centre de Recherches sur la Cognition et l’Apprentissage (CeRCA), UMR 7295, CNRS, University of Poitiers, University François Rabelais of Tours, France;1. Institute for Positive Psychology and Education, Australian Catholic University, L9, 33 Berry Street, North Sydney, 2060, Australia;2. Department of Psychology, University of Essex, Colchester, United Kingdom;3. Department of Psychology, Ludwig-Maximilian University Munich, Munich, Germany;1. Department of Behavioural and Cognitive Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg;2. Luxembourg Centre for Educational Testing, University of Luxembourg, Esch-sur-Alzette, Luxembourg;3. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany;1. School of Psychology, Shenzhen University, China;2. College of Education, Wenzhou University, China;1. Northwestern University, School of Education and Social Policy, Evanston, IL, 60208, USA;2. National Louis University, 1000 Capitol Drive, Wheeling, IL, 60090, USA;1. Department of Teacher Education, University of Turku, Finland;2. Education Academy, Vytautas Magnus University, Lithuania;1. Department of Teaching and Learning, The Ohio State University, Columbus, OH, 43210, USA;2. University of Auckland, Auckland, New Zealand;3. Department of Educational Foundations, Montclair State University, Montclair, NJ, 07043, USA;4. Department of Educational Studies, The Ohio State University, Columbus, OH, 43210, USA |
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| Abstract: | Proficient readers use strategies in order to achieve various types of reading purposes. However, purpose-driven strategies are seldom taught in elementary schools. Based on current theories of purposeful reading and direct explicit instruction, the present study developed and tested an instructional program to promote fifth graders’ purposeful reading skills. Teachers from five different schools (10 classes) were trained to implement the program. The intervention included two weekly 45-min workshops over a period of five weeks. Using a quasi-experimental design, participating classes were assigned to an experimental group (n = 78) or an active control group (n = 89). Trained students outperformed controls on post-tests assessing strategy components. However, the effects on an integrated reading task did not reach significance. The study suggests that the explicit teaching of purposeful reading strategies can effectively support students' skill acquisition. The conditions needed for innovative interventions to yield robust and lasting outcomes are discussed. |
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| Keywords: | Purposeful reading Primary school Instructional resources Training program |
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