The effect of ‘elaboration curriculum’ on the reading strategy, reading comprehension and story retelling for 2nd grade students

Ju Ling Chen, Yao-Ting Sung, Yi-Fen Su

Research output: Contribution to journalArticle

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 languageEnglish
Pages (from-to)303-326
Number of pages24
JournalBulletin of Educational Psychology
Volume48
Issue number3
DOIs
Publication statusPublished - 2017 Jan 1

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Curriculum
Reading
comprehension
school grade
Students
curriculum
Group
student
Control Groups
Teaching
instruction
responsibility
experiment
Thinking

Keywords

  • Elaboration curriculum
  • Reading comprehension
  • Story retelling
  • Use of reading strategy

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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