Improving reading comprehension in reading and listening settings: the effect of two training programmes focusing on metacognition and working memory.

BACKGROUND Metacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading comprehension must necessarily be based on processing written material or whether, as suggested in a recent study by Clarke et al. (2010, Psychol. Sci., 21, 1106), a programme based on verbal language could also be effective. AIMS The study examined the feasibility of improving text comprehension in school children by comparing the efficacy of two training programmes, both involving metacognition and WM, but one based on listening comprehension, the other on reading comprehension. PARTICIPANTS The study involved a sample of 159 pupils attending eight classes in the fourth and fifth grades (age range 9-11 years). METHOD The listening and reading programmes focused on the same abilities/processes strictly related to text comprehension, and particularly metacognitive knowledge and control, WM (per se and in terms of integrating information in a text). The training programmes were implemented by school teachers as part of the class's normal school activities, under the supervision of experts. Their efficacy was compared with the results obtained in an active control group that completed standard text comprehension activities. RESULTS Our results showed that both the training programmes focusing on specific text comprehension skills were effective in improving the children's achievement, but training in reading comprehension generated greater gains than the listening comprehension programme. CONCLUSIONS Our study suggests that activities focusing specifically on metacognition and WM could foster text comprehension, but the potential benefit is influenced by the training modality, that is, the Reading group obtained greater and longer-lasting improvements than the Active control or Listening groups.

[1]  B. Carretti,et al.  Gains in language comprehension relating to working memory training in healthy older adults , 2013, International journal of geriatric psychiatry.

[2]  M. Elosúa,et al.  Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students , 2013 .

[3]  J. Swinson.  Developmental disorders of language, learning and cognition , 2013 .

[4]  Monica Melby-Lervåg,et al.  Is working memory training effective? A meta-analytic review. , 2013, Developmental psychology.

[5]  Kate Cain,et al.  The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study , 2012 .

[6]  Susanne M. Jaeggi,et al.  Working memory training improves reading processes in typically developing children , 2012, Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence.

[7]  K. Cain,et al.  The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? , 2011 .

[8]  Ingrid R Olson,et al.  Working memory training and transfer in older adults. , 2011, Psychology and aging.

[9]  Charles Hulme,et al.  Children's Reading Comprehension Difficulties , 2011 .

[10]  K. Dahlin.  Effects of working memory training on reading in children with special needs , 2011 .

[11]  T. Scruggs,et al.  Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students With Learning and Other Mild Disabilities , 2011, Journal of learning disabilities.

[12]  Dorothy V M Bishop,et al.  A longitudinal investigation of early reading and language skills in children with poor reading comprehension. , 2010, Journal of child psychology and psychiatry, and allied disciplines.

[13]  R. Abbott,et al.  Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7. , 2010, Journal of educational psychology.

[14]  Charles Hulme,et al.  Ameliorating Children’s Reading-Comprehension Difficulties , 2010, Psychological science.

[15]  P. van den Broek,et al.  Using Texts in Science Education: Cognitive Processes and Knowledge Representation , 2010, Science.

[16]  H. Swanson,et al.  Working Memory, Strategy Knowledge, and Strategy Instruction in Children With Reading Disabilities , 2010, Journal of learning disabilities.

[17]  Joni Holmes,et al.  Adaptive training leads to sustained enhancement of poor working memory in children. , 2009, Developmental science.

[18]  C. Cornoldi,et al.  Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis , 2009 .

[19]  Tracy Packiam Alloway,et al.  How does working memory work in the classroom , 2006 .

[20]  A. Baddeley,et al.  Does weak reading comprehension reflect an integration deficit , 2006 .

[21]  S. Ellis Weismer,et al.  Language deficits in poor comprehenders: a case for the simple view of reading. , 2006, Journal of speech, language, and hearing research : JSLHR.

[22]  Cesare Cornoldi,et al.  Updating in working memory: a comparison of good and poor comprehenders. , 2005, Journal of experimental child psychology.

[23]  Steven A. Stahl,et al.  Children's reading comprehension and assessment , 2005 .

[24]  J. Oakhill,et al.  Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. , 2004 .

[25]  H. Wimmer,et al.  Learning to read: English in comparison to six more regular orthographies , 2003, Applied Psycholinguistics.

[26]  Francesca Pazzaglia,et al.  Working memory and updating processes in reading comprehension , 2001, Memory & cognition.

[27]  Jane Oakhill,et al.  Why Are Poor Comprehenders Inefficient Searchers? An Investigation into the Effects of Text Representation and Spatial Memory on the Ability To Locate Information in Text. , 2000 .

[28]  K. P. van den bos,et al.  Text comprehension strategy instruction with poor readers , 1998 .

[29]  K. P. van den bos,et al.  Effects of Listening Comprehension Training on Listening and Reading , 1998 .

[30]  Cesare Cornoldi,et al.  Self‐monitoring in poor and good reading comprehenders and their use of strategy , 1998 .

[31]  Francesca Pazzaglia,et al.  Increases in Intrusion Errors and Working Memory Deficit of Poor Comprehenders , 1998, The Quarterly journal of experimental psychology. A, Human experimental psychology.

[32]  Saskia Brand-Gruwel,et al.  Improving Text Comprehension Strategies in Reading and Listening Settings. , 1998 .

[33]  Walter Kintsch,et al.  Comprehension: A Paradigm for Cognition , 1998 .

[34]  S. Brand-Gruwel,et al.  Improving reading comprehension strategies through listening , 1997 .

[35]  M. Daneman,et al.  Working memory and language comprehension: A meta-analysis , 1996, Psychonomic bulletin & review.

[36]  M. Gernsbacher,et al.  Investigating differences in general comprehension skill. , 1990, Journal of experimental psychology. Learning, memory, and cognition.

[37]  P. Carpenter,et al.  Individual differences in working memory and reading , 1980 .

[38]  Jacob Cohen.  Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[39]  L. Thurstone,et al.  Primary mental abilities. , 1938, Science.

[40]  K. Abromeit.  Music Received , 2023, Notes.

[41]  Kate Cain,et al.  Children's reading comprehension : the role of working memory in normal and impaired development. , 2006 .

[42]  D. Lucangeli.  Specific and General Transfer Effects Following Metamemory Training. , 1995 .

[43]  Terri Gullickson.  Children's problems in text comprehension: An experimental investigation. , 1995 .