reading strategies

Topics: Reading, Educational psychology, Reading comprehension Pages: 103 (8488 words) Published: April 8, 2014
Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions Author(s): Hilde Van Keer and Jean Pierre Verhaeghe

Reviewed work(s):
Source: The Journal of Experimental Education, Vol. 73, No. 4 (Summer, 2005), pp. 291-329 Published by: Taylor & Francis, Ltd.
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The Journal

Education,

of Experimental

2005,

291-329

73(4),

Effects of Explicit Reading Strategies
and Peer Tlitoring on Second

Instruction

and Fifth Graders' Reading Comprehension
and Self-Efficacy Perceptions
HILDE VAN KEER
JEAN PIERRE VERHAEGHE
Ghent

University

ABSTRACT.
sion

The

(STRAT),

authors

evaluated

instruction,

strategies

followed

reciprocal

same-age

the effectiveness
by

practice
+ SA)

(STRAT

of explicit
in teacher-led

reading
whole-class
activities,

peer-tutoring

comprehen
activities
or

cross-age

peer-tutoring activities (STRAT + CA) on 2nd and 5th graders' reading comprehen sion

and

self-efficacy

For

perceptions.

2nd

multilevel

graders,

analyses

revealed

sig

nificant STRAT and STRAT + CA effects; however, the effects did not last after fin the program.
Fifth
graders
on the posttest
better
than

ishing
icantly

in all 3 experimental
control
group

their

conditions
Results

peers.

performed
signif
con
also showed

tinued growth for the STRAT and STRAT + CA conditions until at least 6 months after

students

finished

the program.

Moreover,

on

both

the posttest

and

retention

test, 5th graders in the STRAT + CA condition reported significantly fewer negative thoughts
Key

words:

prehension,

related

to their

elementary
reading

reading

proficiency.
multilevel

education,
strategies,

modeling,

peer

tutoring,

reading

com

self-efficacy

RESEARCH, decoding instruction has had a long and continuous of attention and debate. However, a hiatus can be recorded in the study of history
reading comprehension. Two decades ago, strategy intervention research was in instruction received renewed atten
vogue, but only recently has comprehension
with current studies building on what was accomplished
in the 1980s. Now,
tion,
the challenge in reading comprehension research is to increase the efficacy of in struction in elementary schools by identifying the instructional practices and ac tivities that best serve to develop children's self-monitoring for comprehension

IN READING

(Snow, Burns, & Griffin,

1998).
291

This content downloaded on Fri, 15 Feb 2013 01:52:54 AM
All use subject to JSTOR Terms and Conditions

292

The Journal

Previously,
students

Once

reading comprehension
could

decode,

was considered

comprehension

was

of Experimental

Education

to be a process of mastery:

assumed

to occur

automatical

ly (Dole, 2000). Research, however, has shown that good readers are character ized by more than just decoding skills. Cognitively based views of reading...
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