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 Jan 1 |
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Keywords
- Elaboration curriculum
- Reading comprehension
- Story retelling
- Use of reading strategy
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
The effect of ‘elaboration curriculum’ on the reading strategy, reading comprehension and story retelling for 2nd grade students. / Chen, Ju Ling; Sung, Yao-Ting; Su, Yi-Fen.
In: Bulletin of Educational Psychology, Vol. 48, No. 3, 01.01.2017, p. 303-326.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The effect of ‘elaboration curriculum’ on the reading strategy, reading comprehension and story retelling for 2nd grade students
AU - Chen, Ju Ling
AU - Sung, Yao-Ting
AU - Su, Yi-Fen
PY - 2017/1/1
Y1 - 2017/1/1
N2 - 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.
AB - 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.
KW - Elaboration curriculum
KW - Reading comprehension
KW - Story retelling
KW - Use of reading strategy
UR - http://www.scopus.com/inward/record.url?scp=85028964352&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85028964352&partnerID=8YFLogxK
U2 - 10.6251/BEP.20150922
DO - 10.6251/BEP.20150922
M3 - Article
AN - SCOPUS:85028964352
VL - 48
SP - 303
EP - 326
JO - Bulletin of Educational Psychology
JF - Bulletin of Educational Psychology
SN - 1011-5714
IS - 3
ER -