Improving Students’ Narrative Comprehension through a Multiple Strategy Approach: Effects of Dialogic Strategy Instruction in Secondary School
2015 (English)In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 15, 1Article in journal (Refereed) Published
This article reports on an intervention study using a multiple strategy approach – called Dialogic Strategy Instruction (DSI) – to improve seventh grade students’ narrative comprehension in terms of students’ ability to generate inferences and develop interpretations of characters and events. DSI combines strat-egy instruction with dialogical principles for classroom discussion and response writing. After a 13-week intervention period, students in the intervention condition demonstrated significant improvement in generating inferences and interpretations compared to pre-test results. However, the average effect was small and the improvement was not significantly different relative to controls. An analysis of stu-dents with low pre-test scores showed that the intervention group had made significant and strong improvement relative to controls. Results for middle and high achievers were non-significant in this respect. Therefore, although DSI appears valuable for low achievers, results indicate that the instruc-tional principles implemented may not offer instructional support for all children. Possible reasons for the absence of a general effect are discussed and directions for future research are suggested.
Place, publisher, year, edition, pages
2015. Vol. 15, 1
dialogue, intervention study, narrative comprehension, reading, strategy instruction
IdentifiersURN: urn:nbn:se:kau:diva-35973ISI: 000364642500001OAI: oai:DiVA.org:kau-35973DiVA: diva2:810565
FunderSwedish Research Council, 2011-5540