The Effects of Informed Strategy Training and Computer Mediated Text on Comprehension Monitoring and Reading Comprehension.

A study examined whether informed training and computer mediated text improved reading comprehension levels, whether computer mediated text is effective when it is preceded by informed strategy training, and whether informed strategy training leads to higher levels of metacognitive awareness and more frequent use of computer assistance options. Subjects were 90 fifth through seventh graders in an upper midwestern school. After the experimental group received informed strategy training via computer assisted instruction, experimentals and controls read computer mediated texts with or without computer assistance options. Results indicated that subjects who received informed strategy training had significantly higher levels of metacognitive awareness and significantly higher levels of computer option use. However, neither informed strategy training nor computer mediated text led to higher on-line or post-intervention reading comprehension levels. (Contains 88 references and 4 tables of data.) (Author/RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** The Effects of Informed Strategy Training and Computer Mediated Text on Comprehension Monitoring and Reading Comprehension Milton J. Dehn University of Wisconsin-La Crosse Successful reading comprehension is thought to be related to the application of metacognitive strategies while reading. Poor comprehenders tend not to use metacognitive skills to monitor their reading comprehension even though they seem to possess the skills. Reading research has found that informed training in comprehension monitoring and repair strategies can lead to improved monitoring and comprehension. Informed training emphasizes teaching students when, how, and why reading comprehension strategies should be used. Mixed results have been obtained when computer mediated text is used as a method of increasing monitoring and comprehension. The current investigation hypothesized that both informed training and computer mediated text would improve reading comprehension levels, and that computer mediated text would be most effective when it was preceded by informed strategy training. It was also hypothesized that informed strategy training would lead to higher levels of metacognitive awareness and more frequent use of computer assistance options. The subjects were 90 fifth through seventh graders in an upper midwestern school. After the experimental group received informed strategy training via computer assisted instruction, experimentals and controls read computer mediated text with or without computer assistance options. The study found that subjects who received informed strategy training had significantly higher levels of metacognitive awareness and significantly higher levels of computer option use. However, neither informed strategy training nor computer mediated text led to higher on-line or post-intervention reading comprehension levels.

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