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Improving Students’ Narrative Comprehension through a Multiple Strategy Approach: Effects of Dialogic Strategy Instruction in Secondary School
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. (Centrum för språk- och litteraturdidaktik)ORCID iD: 0000-0002-9375-9512
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (English)In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, Vol. 15, 1Article in journal (Refereed) Published
Abstract [en]

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
Keyword [en]
dialogue, intervention study, narrative comprehension, reading, strategy instruction
National Category
Didactics
Identifiers
URN: urn:nbn:se:kau:diva-35973ISI: 000364642500001OAI: oai:DiVA.org:kau-35973DiVA: diva2:810565
Funder
Swedish Research Council, 2011-5540
Available from: 2015-05-07 Created: 2015-05-07 Last updated: 2017-12-04Bibliographically approved

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CiteExportLink to record
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