Session Information
09 SES 13 A, Students' Engagement and Performance in Reading and Orthography: Reciprocal Relations and Effects of Instruction – Part 2
Symposium
Contribution
Reading instruction is a matter of worldwide concern (OECD, 2001). Thus, the need of intervention studies testing efficacy of methods is obvious. Several studies showed that interventions focusing on cognitive and motivational components are more successful than purely cognitive ones (e.g., Souvignier & Mokhlesgerami, 2006). In contrast, simple methods that increase the reading volume by respecting personal interest and autonomy build a basic but promising approach to foster reading, too (Allington, 2012). However, it is assumable that, according to their reading level, students should receive different support (Schumm et al., 2000). This study examined differential effects of a cooperative reading (CR) program based on cognitive and motivational components, vs. a purely motivational silent reading (SR) program on struggling readers’, average readers’, and top readers’ reading motivation and comprehension. 664 Grade 4 students participated in the study. Both interventions were based on Self-Determination Theory (Deci & Ryan, 2002) and lasted one school year. Effects were investigated in a pretest-posttest control group design. Findings revealed that average readers benefitted most from multiple-objective reading instruction (CR). However, CR and SR struggling and top readers did not differ significantly from students in the control group. The study provides implications for differentiation in reading instruction.
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