This study explores reciprocal teaching and the effectiveness of reading strategies, focusing on linguistic versus metacognitive ability, for improving reading comprehension. The participants were 22 fourth-grade students identified with poor reading comprehension, from two schools in Sweden. The intervention took place during 8 lessons distributed over 2 weeks' time. The participants were divided into two intervention-groups, one targeting linguistic ability (to clarify words and summerize), the other one targeting metacognitive abilities (to predict content and ask questions). Participants' linguistic and metacognitive ability were assessed in pre- and posttests. The results revealed that instruction focusing on linguistic ability showed significant effect on clarifying words, while the instruction focusing on metacognition made a significant effect on students' ability to formulate questions.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-191061 |
| Date | January 2022 |
| Creators | Bäckström, Heléne, Vik, Lisette |
| Publisher | Umeå universitet, Institutionen för språkstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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