دورية أكاديمية
Does Vocabulary Knowledge Matter in the Effectiveness of Instructing Reading Strategies? Differential Responses from Adolescents with Low Academic Achievement on Growth in Reading Comprehension
| العنوان: | Does Vocabulary Knowledge Matter in the Effectiveness of Instructing Reading Strategies? Differential Responses from Adolescents with Low Academic Achievement on Growth in Reading Comprehension |
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| اللغة: | English |
| المؤلفون: | Okkinga, M. (ORCID |
| المصدر: | Reading and Writing: An Interdisciplinary Journal. 2023 36(10):2549-2575. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Vocabulary, Knowledge Level, Instructional Effectiveness, Reading Instruction, Reading Strategies, Low Achievement, Academic Achievement, Reading Comprehension, Reading Improvement, Foreign Countries, Secondary School Students |
| مصطلحات جغرافية: | Netherlands |
| DOI: | 10.1007/s11145-022-10359-2 |
| تدمد: | 0922-4777 1573-0905 |
| مستخلص: | Prior studies suggest that teaching reading strategies promotes reading comprehension in adolescents who have difficulties with reading comprehension, yet the results of those studies are mixed. Individual differences in students' vocabulary knowledge may explain these mixed results. This article examines to what extent vocabulary knowledge influences the effect of a two-year intervention program focused on teaching reading strategies to adolescents with low academic achievement in the Netherlands. We hypothesized that students (N = 310) with different levels of vocabulary knowledge would respond differently to the treatment, given that vocabulary knowledge is an important factor in reading comprehension. Results showed that vocabulary knowledge moderated the effect of the treatment, suggesting that low vocabulary knowledge negatively affected the impact of an intervention focused on reading strategies. Vocabulary knowledge, thus, emerges as a prerequisite for the successful leveraging of a reading strategy intervention. Students with low vocabulary knowledge may experience cognitive overload when attempting to apply newly learned reading strategies while simultaneously trying to find out the meaning of multiple unfamiliar words needed for successful application of reading strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1396932 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0922-4777 1573-0905 |
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| DOI: | 10.1007/s11145-022-10359-2 |