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dc.contributor.authorJuhkam, Maris
dc.contributor.authorJõgi, Anna-Liisa
dc.contributor.authorSoodla, Piret
dc.contributor.authorAro, Mikko
dc.date.accessioned2023-09-12T11:31:19Z
dc.date.available2023-09-12T11:31:19Z
dc.date.issued2023
dc.identifier.citationJuhkam, M., Jõgi, A.-L., Soodla, P., & Aro, M. (2023). Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching : do these changes actually contribute to reading comprehension?. <i>Frontiers in Psychology</i>, <i>14</i>, Article 1191103. <a href="https://doi.org/10.3389/fpsyg.2023.1191103" target="_blank">https://doi.org/10.3389/fpsyg.2023.1191103</a>
dc.identifier.otherCONVID_184637864
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/89053
dc.description.abstractThe study examined the effect of reciprocal teaching on students’ reading comprehension, reading fluency, and metacognitive knowledge of reading strategies, especially among students with learning difficulties. The special focus was to assess how the increase in reading fluency and metacognitive knowledge during the intervention contributes to the reading comprehension outcome. The sample consisted of 301 Grade 3 students, of whom 77 had learning difficulties. Analyzes of (co)variances were used for estimating the effects of reciprocal teaching on the development of reading comprehension, reading fluency, and metacognitive knowledge. Multigroup path analysis was used for testing the effect of increase in reading fluency and metacognitive knowledge on reading comprehension. We found reciprocal teaching had a positive effect on reading comprehension, especially for students with learning difficulties. Reading fluency and metacognitive knowledge improved significantly, but similarly in both the intervention and control groups. However, the increase in metacognitive knowledge only contributed to reading comprehension in the intervention group, not in the control group. The study sheds light on the cognitive and metacognitive mechanisms underlying students’ reading comprehension process, emphasizing metacognitive knowledge and especially the systematic practice of reading strategies as key factors in improving reading comprehension.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media
dc.relation.ispartofseriesFrontiers in Psychology
dc.rightsCC BY 4.0
dc.subject.otherreading fluency
dc.subject.otherreading strategies
dc.subject.otherreading comprehension
dc.subject.otherreciprocal teaching
dc.subject.otherlearning difficulties
dc.titleDevelopment of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching : do these changes actually contribute to reading comprehension?
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202309125076
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn1664-1078
dc.relation.volume14
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 Juhkam, Jõgi, Soodla and Aro.
dc.rights.accesslevelopenAccessfi
dc.subject.ysooppiminen
dc.subject.ysolukeminen
dc.subject.ysoopetus
dc.subject.ysosujuvuus
dc.subject.ysometakognitio
dc.subject.ysooppimisvaikeudet
dc.subject.ysoluetun ymmärtäminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p2630
jyx.subject.urihttp://www.yso.fi/onto/yso/p21865
jyx.subject.urihttp://www.yso.fi/onto/yso/p19878
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
jyx.subject.urihttp://www.yso.fi/onto/yso/p20611
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/fpsyg.2023.1191103
jyx.fundinginformationThe authors express our sincere thanks to all the teachers, support specialists and students who participated in the study. They also thank the project EEA Financial Mechanism 2014-2021 Higher Education in Baltic Research Programme through the Project “Developing and Enhanching the Teaching Quality of Inclusive Education Curriculum” (Contract No 36.1-3.4/289) that supported the study. Open Access is funded by the European Regional Development Fund through an ASTRA measure project “TLU TEE or Tallinn University as the promoter of intelligent lifestyle” (no 2014-2020.4.01.16-0033).
dc.type.okmA1


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