Multiple-strategy comprehension training appears to produce better comprehension than single-strategy training¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All of the strong experimental studies supporting comprehension strategy instruction taught more than one strategy to the same students, and the panel concludes multiple-strategy training results in better comprehension than single-strategy training. → Kamil 2008

Evidence¶

Kamil 2008¶

Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/8

q2 · i? · review · r2

Panel synthesis of the experimental studies meeting WWC standards behind Recommendation 2, citing examples such as main-idea finding with summarizing and connections-predictions-inference training. The claim is hedged ("It appears") and no effect size is printed.

"It appears that multiple-strategy training results in better comprehension than sin- gle-strategy training. All the strong stud- ies that support this recommendation in- clude teaching more than one strategy to the same group of students."

Discussion¶

Learner Variables¶

• Academic and Critical Literacy — outcome: instruction changes it

Related Claims¶

• Strategy Instruction Improves Academic Performance — the general claim this finding bears on, with the studies behind it

• Reciprocal Teaching Improves Reading Comprehension — the general claim this finding bears on, with the studies behind it

• Whether strategy instruction works better in authentic content-area tasks is untested, and the one meta-analytic comparison recorded found larger gains in strategic ability in language-arts than in content-area classes — related
• Metacognitive Strategies Improve Learning — related