Good readers and poor readers. The effects of a metacognitive intervention experiment and the teaching of reading strategies on reading comprehension
Abstract
The study examines the effects of a quasiexperimental treatment (metacognitive teaching) on the results in reading comprehension tests of a sample of students belonging
to the lower secondary school. The research design included for the experimental group a phase of pre-test, a treatment, a post-test phase and a follow-up carried out during the year after the treatment. For the control groups, only three different test administration. The article examines the effectiveness of the quasi-experiment on the entire sample of students and on the poor readers of the sample. It isolates the disturbance variable represented by the fact that the tests used were different, estimating the effects of the treatment by means of anchorage items.
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