Abstract
The present study explored the influence of “elaboration curriculum” on reading strategy, reading comprehension, and story retelling for 2nd grade students. Thirty-seven 2nd grade students from remote areas were randomly assigned to the experimental group and the control group. The experimental group received 9 weeks of elaboration curriculum, whereas the control group did not. All the students were required to take the following tests both before and after the experiment: (i) a word recognition test, (ii) the Standard Reading Comprehension Test (parallel form A and B), (iii) a thinking aloud test, and (iv) a story retelling test. The elaboration curriculum utilized direct instruction, thinking aloud, and a gradual release of responsibility teaching model. The results showed that the experimental group outperformed the control group in reading strategy and reading comprehension.
| Original language | English |
|---|---|
| Pages (from-to) | 303-326 |
| Number of pages | 24 |
| Journal | Bulletin of Educational Psychology |
| Volume | 48 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2017 |
Keywords
- Elaboration curriculum
- Reading comprehension
- Story retelling
- Use of reading strategy
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology