Training for developing reading comprehension and reading for learning

摘要

udUnderstanding a readed text is the aim of reading at school. A reader reads to understand the meaning of a readed text and possibly use acquired informations in new sizuations. Student books and other written material is commonly used at schools. Reading comprehension difficulties lead toward loweer grades and consequently, to learning insuccess.udAmong students whit reading comprehension difficulties are some whit lacks in specific learning areas, such as difficulties at reading and writting like students whit speech and language disabilities. To provide an according help and support is fundamental to understand reading comprehension factors,ud udThis thesis aim is to improve reading comprehension by using the Carol Golfus method which included Metacognitive-inter-sentential model of reading comprehension (in Košak Babuder, 2012). Special program leans on developing reading comprehension using texts while developing several reading skills and metacognitive awareness (Košak Babuder, 2012). Specific training included 15 meetings in a 3 months period. The experimental group 1 was consisted by 3 pupils – two of them with specific reading difficulties and one with speech and language disorder, the experimental group 2 was consisted by 3 pupils with no learning difficulties. The control group 1 was also consisted by 3 pupils - two of them with specific reading difficulties and one with speech and language disorder, the control group 2 was consisted by 3 pupils with no learning difficulties. Before and after the training all the pupils were tested with ACADIA subtests (Atkinson, Jonston in Lindsay, 1972), test for recognizing reading and writing disabilities (Šali, 1973), reading comprehension test using the text entitled Morski pes išče prijatelja (Elley, Gradišar in Lapajne, 1995) and metacognitive awareness questionar by Miholic (1994, v Pečjak, 2010). Results achieved from the first and second testing taken in experimental group 1 and 2 were compared with results from control group 1 and 2, were no training was performed. ududFinal results show pupils from experimental group achieved a bigger improvement on all the tests compared with pupils from control group were no training was performed. Pupils in experimental group show bigger improvement on auditory memory, vocabulary knowledge, decoding skills and fluency subtests, which have a major impact on reading comprehension. The biggest improvement was made by pupils with no learning difficulties although with a major motivation, focus and determination. udPupils in control group 1 and 2 show minimal or same results as in first testing. Pupils from control group 2 with no learning difficulties even worsen their results on auditory memory test. The result decreased for 4, 67 average points. Pupils in control group 1 have achieved lower results on Besede 1 and Besede 2 tests. In fact, bigger decoding and reading fluency difficulties are noticeable. Fluency appears particularly critical. In fact, reading was slowly proceeding and a lot of mistakes were made. Considering results pupils in control group could improve skills if they were included in training. ududOn basis of the research taken on 6 pupils – 3 with learning disabilities and 3 with no learning disabilities, from two 5th grade classes is possible to conclude major attention has to be given on elements influencing reading comprehension, which can be improved by reading comprehension training, especially on pupils with learning difficulties. Successful reading comprehension is correlated with awareness and correct use of metacognitive strategies before, during and after reading, all skills achieved with the training, which includes Metacognitive-inter-sentential model of reading comprehension. The training appears to has a positive impact. Pupils meliorated reading comprehension, metacognitive strategies and some cognitive skills (decoding, fluency, vocabulary, language skills, ecc.). The results of this research show the need of including this type of training in school programs. ud