Writing Strategies for Fostering Reading Comprehension

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dc.contributor.authorIstván Zsigmond
dc.date.accessioned2024-02-26T13:48:59Z
dc.date.available2024-02-26T13:48:59Z
dc.date.issued2015
dc.description.abstractEducational methods for developing metacognitive strategies received increased attention in the last decades, especially in the field of fostering reading comprehension. We proposed to research the possibility of stimulating the use of reader's metacognitive strategies in reading by specifically designed writing instruction. After selecting four reading strategies which improve comprehension, special writing instructions were elaborated for stimulating the use of these strategies. We have reformulated two expository texts from textbooks used in the 4th and 7th grade of elementary education in concordance to the writing tactics, and tested student's comprehension. According to results, reading comprehension improved significantly for the reformulated texts. An eight-week writing instructional program was applied in 4th grade classes. Comparing the pre- and post-test results with false-treatment and control groups indicated significant increase in using metacognitive strategies in writing. Results indicate that metacognitive strategies in writing for more comprehendible texts can be trained in elementary grades
dc.identifier.issn1877-0428
dc.identifier.mtmt3069870
dc.identifier.urihttps://krepozit.kre.hu/handle/123456789/828
dc.language.isoen
dc.relation.ispartofPROCEDIA - SOCIAL AND BEHAVIORAL SCIENCES: 180 pp 1698-1703 (2015)
dc.titleWriting Strategies for Fostering Reading Comprehension
dc.typeArticle
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Neveléstani és Metodológiai Tanszék