This study described how three English language learners from Korean cultural backgrounds in first grade (7 years old) learned and interacted by applying Collaborative Strategic Reading to their reading comprehension instruction. This article also reported the perceptions of three Korean English language learners in cultural aspects of group work. The theoretical framework of Collaborative Strategic Reading relied on reciprocal teaching and cooperative learning. As an instrumental intervention and strategy, this method has been formed to help English language learners and students with reading disabilities improve their ability to comprehend texts. Before examining the impact of Collaborative Strategic Reading, this research focused on the nature of collaborative importance in multicultural consideration by providing students with opportunities to develop more collaborative abilities. / text

This study investigates the effects of implementing Collaborative Strategic Reading–High School (CSR–HS) on reading comprehension and challenging behavior outcomes for three high school students with Autism Spectrum Disorder (ASD). Using a combined single subject research design consisting of a delayed, concurrent multiple-baseline and an alternating treatments with reversal, three high school students with ASD were paired with neurotypical reading partners to learn and use reading strategies with informational text two to three times per week. The alternating treatment conditions were CSR-HS with choice of text (i.e., CSR-HS-C) and CSR-HS without the opportunity to choose the reading text (i.e., CSR-HS-NC). Daily comprehension checks were collected and visually inspected along with data on occurrences of various challenging behaviors exhibited by each participant during intervention. Fidelity of implementation was also measured. Increased reading comprehension scores and decreased incidences of challenges behaviors were detected for the three participants upon implementation of intervention conditions. As for the influence of the choice component on the measured outcomes, no clear differentiation between conditions was observed in terms of reading comprehension gains and reduction in challenging behavior across the three participants, suggesting that the addition of choice did not show an added value to CSR-HS intervention. / text

No description available.

<p>Predmet istraživanja ove disertacije jesu strategije čitanja na engleskom jeziku<br />koje čitaoci koriste prilikom razumevanja pročitanog teksta. Osnovni cilj istraživanja<br />jeste najpre prikaz strategija čitanja koje koriste studenti koji pohađaju nastavu<br />engleskog na univerzitetskom nivou, a zatim i analiza uspe&scaron;nosti posebno<br />koncipiranog programa pod nazivom Kolaborativno strategijsko čitanje &ndash; KSČ<br />(Klingner &amp; Vaughn, 1996) u razvijanju ve&scaron;tine čitanja na engleskom jeziku, inventara<br />strategija čitanja tekstova na engleskom i učestalosti u njegovom kori&scaron;ćenju.<br />Istraživanje sprovedeno za potrebe ove disertacije postavljeno je u kognitivni teorijski<br />okvir koji čitaoce tretira kao razumne, aktivne učesnike u procesu čitanja. U takvom<br />okviru najpre se tumači ve&scaron;tina čitanja na stranom jeziku i analizira se na koji način<br />različite kognitivne sposobnosti doprinose razumevanju pročitanog teksta; zatim se<br />razmatraju strategije u okviru &scaron;ireg teorijskog koncepta samoregulacije; konačno,<br />Hipotezom inputa i interakcije postavlja se okvir za tumačenje interakcije u procesu<br />čitanja na stranom jeziku.<br />Četiri ključna pitanja na koje je ovo istraživanje poku&scaron;alo da pruži odgovor su:<br />(1) U kojoj meri je razvijeno strategijsko znanje u razumevanju teksta kod studenata<br />koji pohađaju časove engleskog jezika na univerzitetskom nivou? (2) Da li postoji<br />značajna razlika u razumevanju pročitanog teksta kod studenata koji su izloženi<br />strukturisanom strategijskom inputu u okviru kooperativnih aktivnosti i onih koji su<br />takvom inputu izloženi u okviru tradicionalne, frontalne metode nastave? (3) Da li<br />postoji značajna razlika između metakognicije i strate&scaron;ke kompetencije u razumevanju<br />pročitanog teksta kod studenata koji su izloženi strukturisanom strategijskom inputu u<br />okviru kooperativnih aktivnosti i onih koji su takvom inputu izloženi u okviru<br />tradicionalne, frontalne metode nastave? (4) Da li postoji razlika između strategija<br />čitanja koje koriste uspe&scaron;ni i manje uspe&scaron;ni čitaoci prilikom razumevanja teksta na<br />engleskom jeziku u zavisnosti od nastavne metode kojoj su čitaoci bili izloženi?<br />Imajući u vidu složenost cilja i istraživačkih pitanja koja iz njega proističu u<br />istraživanju su primenjene me&scaron;ovite metode istraživanja tokom dve faze. Tokom prve<br />faze izvr&scaron;eno je kvantitativno istraživanje deskriptivnog tipa s obzirom na to da je cilj<br />bio da se opi&scaron;e inventar strategija čitanja kod ispitanika i izmeri učestalost u njegovom<br />kori&scaron;ćenju. U prvoj fazi je u istraživanju učestvovalo 487 studenata koji studiraju na<br />filozofskim fakultetima u okviru jednog od tri univerziteta u Srbiji: na Filozofskom<br />fakultetu u Novom Sadu (N1=203), na FILUMu u Kragujevcu (N2=132) i na<br />Filozofskom fakultetu u Ni&scaron;u (N3=152). Ispitanici su popunili Inventar strategija<br />čitanja (Mokhtari &amp; Sheorey, 2002), putem koga su prikupljeni podaci i izvr&scaron;ena<br />statistička analiza. Za potrebe istraživanja u drugoj fazi usvojen je istraživački nacrt u<br />kome se kombinuju kvantitativne i kvalitativne metode. Primenjena je eksperimentalna<br />metoda nacrta pred-test &ndash; post-test sa nejednakom kontrolnom grupom. U drugoj fazi<br />istraživanja učestvovalo je ukupno 50 studenata koji su na prvoj i drugoj godini<br />Filozofskog fakulteta u Novom Sadu pohađali časove vežbanja iz predmeta Engleski<br />4<br />jezik B2.1 i B2.2. U eksperimentalnoj grupi bilo je 24 studenta, dok je u kontrolnoj<br />bilo 26 studenata. U ovoj fazi istraživanja podaci su prikupljeni putem eksperimenta,<br />upitnika i protokola čitanja naglas u cilju smanjenja subjektivnosti pri tumačenju<br />rezultata. Kvantitativni podaci su prikupljeni u tri navrata, i to pre početka<br />eksperimenta, na polovini i po okončanju eksperimenta, dok su kvalitativni podaci<br />prikupljeni nakon eksperimentalnog toka.<br />Rezultati prve faze istraživanja pokazali su da se navike u upotrebi strategija<br />čitanja kod studenata mogu dovesti u vezu sa polom, kontekstom učenja, prethodnom<br />izloženosti strategijama i samoprocenom znanja. Rezultati druge faze istraživanja<br />pokazali su da strukturisana grupna interakcija prilikom čitanja na engleskom jeziku<br />generalno povoljno utiče na razvoj ve&scaron;tine čitanja i razumevanja teksta, kao i na razvoj<br />ve&scaron;tina samoregulacije. Glavna pedago&scaron;ka implikacija sprovedenog istraživanja tiče se<br />izražene potrebe za uvođenjem eksplicitne nastave strategija koje bi učenicima<br />poslužile kao pomoćno sredstvo za postizanje uspeha u razumevanju složenih tekstova<br />i zahtevnih tema.</p> / <p>This dissertation analyzes reading strategies that are employed by readers<br />during the process reading comprehension. The main goals of the research was first to<br />establish which reading strategies are used by students who are taking a course in EFL<br />at the university level and then to analyze the effects of Collaborative strategic<br />reading &ndash; CSR (Klingner &amp; Vaughn, 1996), a specially designed instructional<br />treatment aimed at improving students&rsquo; reading skills in the English language, their<br />strategic inventory and the frequency of its use. The research reported in this thesis is<br />set within a cognitive theoretical framework, which views readers as logical, active<br />participants in the process of learning. The theoretical considerations first included an<br />analysis of the reading skill in the context of foreign language learning and focused on<br />the ways in which different cognitive processes contributed to reading comprehension,<br />which was followed by an examination of reading strategies within a broader<br />theoretical concept of self-regulation. The introduction of the Input and Interaction<br />Hypothesis set the basis for the interpretation of student interaction in the process of<br />foreign language reading comprehension.<br />The research reported in this dissertation investigated the following questions:<br />(1) What is the extent to which strategic competence is developed among university<br />EFL students? (2) Is there a significant difference in reading comprehension scores<br />between the students who are engaged in cooperative reading activities within a<br />structured strategic framework and the students who are taught within a teachercentered<br />approach to reading instruction? (3) Is there a significant difference between<br />metacognition and strategic competence between the students who are engaged in<br />cooperative reading activities within a structured strategic framework and the students<br />who are taught within a teacher-centered approach to reading instruction? (4) Is there a<br />significant difference between reading strategies used by successful and less successful<br />readers during the process of reading comprehension with respect to the teaching<br />approach the students were exposed to?<br />Bearing in mind the complexity of the research aim and its corresponding<br />research questions, this investigation adopted a mixed methods design during two<br />research phases. The first phase was conducted within a quantitative framework since<br />the goal was to describe the students&rsquo; strategic inventory and to measure the frequency<br />of its use. The investigation in the first phase included a total of 487 students studying<br />at the Faculty of Philosophy in Novi Sad (N1=203), at the Faculty of Philology and<br />Arts in Kragujevac (N2=132) and at the Faculty of Philosophy in Ni&scaron; (N3=152). The<br />instrument used in this phase included the Survey of Reading Strategies developed by<br />Mokhtari and Sheorey (2002). In the second phase, the research included a<br />combination of qualitative and quantitative methods within a pre-test &ndash; post-test<br />experimental design. The experiment included a total of 50 first and second year<br />students studying at the Faculty of Philosophy in Novi Sad who were taking a course<br />in English as a faculty requirement. The experimental group included a total of 24<br />students, whereas the control group included 26 students. Data collection methods<br />included reading comprehension tests, questionnaires and think-aloud protocols in<br />order to minimize the risk of a subjective interpretation of the results. The quantitative data were collected before the beginning of the experimental treatment, at the middle</p><p>and in the end of the experiment, whereas the qualitative data were collected after the<br />experimental treatment was completed.<br />The results of the first phase of research indicate that the use of reading<br />strategies among students can be tied to gender, the learning context, the previous<br />exposure to reading strategies and the self-reported proficiency. The results of the<br />second phase imply that the structured group interaction during the process of reading<br />English texts has a favorable effect on the development of the students&rsquo; reading and<br />comprehension skills, as well as their self-regulatory techniques. The main<br />pedagogical implication of the research concerns the need to introduce explicit strategy<br />instruction in EFL classes which would enable students to achieve success in<br />comprehending complex texts and difficult topics.</p>

I denna systematiska litteraturstudie presenteras resultat av vad tidigare forskning konstaterat om lässtrategier i frågan om hur de används och vad de innebär för elever i skolåren 9–12. Uppsatsen visar att den utbildningsforskning som berört lässtrategier under de senaste tio åren inte behandlar strategisk läsning med konsensus i begrepp eller förklaringsmodeller, utan att det istället finns olika synpunkter om både vad lässtrategier är och vad de innebär för läsaren. Studien visar också att lässtrategier används frekvent hos elever i skolåren 9–12 inom och utanför Sverige, både bland skickliga läsare och bland mindre skickliga läsare, för att främja läsförståelse. Vad som skiljer dessa skickliga respektive mindre skickliga läsare från varandra tycks till viss del vara kvaliteten av deras strategiska läsning och hur de använder lässtrategier till sin fördel för att förstå text. Uppsatsen undersöker olika aspekter av lässtrategier och konstaterar att det finns främst tre faktorer som påverkar lässtrategiers effektivitet. Dessa är: 1) Huruvida eleven besitter metakognitiv medvetenhet och gör aktiva val vid strategisk läsning. 2) Elevens förmåga att kombinera olika strategier med varandra. 3) Elevens förmåga att utvärdera sin egen läsning. / In this systematic review, results of previous research on strategic reading were analyzed and presented regarding the question of how students (year 9–12) use reading strategies, and what these strategies mean to reading comprehension levels. The review found that studies which have investigated strategic reading during the past ten years subscribe to different viewpoints and models regarding what reading strategies are, how they should be described, as well as how they should be used by students to further their reading comprehension. While the review further concludes that both good readers and less skilled readers among students in secondary school, frequently do use reading strategies, it also provides evidence to support the idea that these strategies must be used in a certain way for them to be effective. The review presents information from previous research which pertains to the different aspects of reading strategy, and what makes strategic reading effective in terms of furthering reading comprehension. These aspects include: 1) The level of metacognitive awareness that the reader possesses when choosing and using strategies. 2) The readers ability to effectively combine strategies with each other. 3) The readers level of insight into his or her strategy use via the use of control strategies and reflection.

Recent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little research has been conducted to evaluate instructional methods and reading comprehension strategies with digital texts. To address this critical issue, the present study examined the effects of a metacognitive reading comprehension instructional protocol (STRUCTURE Your Reading [SYR]; Ehren, 2008) with eighth grade students using digital texts in a standard social studies classroom in an urban American school setting. The focus of the protocol was on teaching strategies and selfquestioning prompts before, during, and after reading. The study employed a randomized controlled design and consisted of three conditions with a total of 4 participating teachers and 124 participating students. The study was conducted over 25 instructional days and two instructional units with 13.83 treatment hours within the standard, social studies classes. Hierarchical ANCOVA analyses revealed that when controlling for pre-test measurements, the comparison and experimental groups performed significantly better than the control group with instructional unit test scores (Unit 2), reading strategy use in all stages of reading (before, during, and after), and self-questioning prompts during reading. Comparison iv and experimental groups did not significantly differ in these gains, indicating that this instructional protocol is effective with both paper and digital text. These findings suggest that the SYR instructional protocol is effective with secondary students in content area classrooms when using digital text. Furthermore, they suggest that metacognition and reading comprehension strategy instruction are able to be successfully embedded within a content area class and result in academic and metacognitive gains. Clinical implications and future research directions and are discussed.