Improving Reading Comprehension and Summarising Skills in Primary School: A Quasi-Experimental Study

被引：0

作者：

Calvani, Antonio ^{[1
]}

Marzano, Antonio ^{[2
]}

Montesano, Lorena ^{[3
]}

Pellegrini, Marta ^{[4
]}

Rizzo, Amalia Lavinia ^{[5
]}

Traversetti, Marianna ^{[6
]}

Vivanet, Giuliano ^{[4
]}

机构：

[1] Soc Apprendimento & Istruz Informati Evidenza SApI, Florence, Italy

[2] Univ Salerno, Dept Human Philosoph & Educ Sci, Fisciano, Italy

[3] Univ Calabria, Dept Math & Comp Sci, Calabria, Italy

[4] Univ Cagliari, Dept Pedag, Psychol, Philosophy, Cagliari, Italy

[5] Univ Roma Tre, Dept Elect, Rome, Italy

[6] Sapienza Univ Roma, Dept Dev & Social Psychol, Rome, Italy

来源：

JOURNAL OF EDUCATIONAL CULTURAL AND PSYCHOLOGICAL STUDIES | 2023年 / 28期

关键词：

Primary school; Quasi-experimental design; Reading comprehension; Reciprocal teaching; Summarising skills; TEXT COMPREHENSION; STUDENTS;

D O I：

10.7358/ecps-2023-028-calv

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The paper reports the results of the evaluation of a programme aimed at improving read-ing comprehension and summarising skills of fourth graders through a quasi-experimen-tal study conducted with 671 students (421 in the experimental group and 250 in the control group) in Italian schools. Students assigned to the experimental group received three months of the intervention while students in the control group continued with regular teacher practice. Results showed a statistically significant difference between the two conditions on reading comprehension and summarising skills. Students included in the experimental group outperformed students in the control group in both the measures used (dppc2 = 0.32 in the Summarising Test and dppc2 = 0.54 in the Summary Qualita-tive Assessment). No differences were found between students with different proficiency vocabulary levels in the experimental group. The implications for research practice and limitations of the study are discussed.

引用

页数：24

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