Juhkam Maris, Jõgi Anna-Liisa, Soodla Piret, Aro Mikko
Tallinn University, Tallinn, Estonia.
University of Jyväskylä, Jyväskylä, Finland.
Front Psychol. 2023 Aug 24;14:1191103. doi: 10.3389/fpsyg.2023.1191103. eCollection 2023.
The 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.
该研究考察了互惠教学对学生阅读理解、阅读流畅性以及阅读策略元认知知识的影响，尤其是对有学习困难的学生的影响。特别关注的是评估干预期间阅读流畅性和元认知知识的提高如何促成阅读理解结果。样本包括301名三年级学生，其中77名有学习困难。采用（协）方差分析来估计互惠教学对阅读理解、阅读流畅性和元认知知识发展的影响。多组路径分析用于测试阅读流畅性和元认知知识的增加对阅读理解的影响。我们发现互惠教学对阅读理解有积极影响，尤其是对有学习困难的学生。阅读流畅性和元认知知识有显著提高，但干预组和对照组的提高情况相似。然而，元认知知识的增加仅在干预组中对阅读理解有贡献，在对照组中则没有。该研究揭示了学生阅读理解过程背后的认知和元认知机制，强调元认知知识，尤其是阅读策略的系统练习是提高阅读理解的关键因素。
