[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-160284-en":3,"doc-seo-160284-105":30,"detail-sidebar-cat-0-en-105":83},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},160284,962075006959,"Anda","https://ap-avatar.wpscdn.com/avatar/e0002397efbe92a78e?_k=1776741047341049297",8,"Research & Report","Rethinking strategy instruction - direct reading strategy instruction versus computer-based guided practice","Rethinking strategy instruction compares two approaches to improving reading comprehension: direct instruction of declarative meta-cognitive knowledge and computer-based guided practice designed to strengthen executive meta-cognition. Both programmes were implemented with nine Grade 6 classes (N≈148) across one school year. Although strategy knowledge improved equally in both groups, the computer-based conText programme produced significantly greater gains in reading comprehension. The study interprets this pattern as evidence that intensive practice paired with individualized corrective feedback supports knowledge transfer more effectively than explicitly teaching strategy knowledge.","Journal of Research in Reading, ISSN 0141-0423 DOI: 10.1111/j.1467-9817.2011.01505.x  \nVolume 00, Issue 00, 2011, pp 1–18  \nRethinking strategy instruction: direct reading strategy instruction versus computer-based guided practice  \nWolfgang Lenhard, Herbert Baier, Darius Endlich,  \nWolfgang Schneider and Joachim Hoffmann  \nInstitute for Psychology, University of Würzburg, Germany  \nThere are many established reading strategy training programmes, which explicitly teach strategic and meta-cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta-cognitive skills, the effects do not always transfer to reading comprehension. Therefore, to investigate preconditions for knowledge transfer, two different strategy training programmes were implemented in nine classes of Grade 6 students (N 􀀂 148) over the course of one school year. One programme involved teacher-directed instruction of declarative meta-cognitive knowledge (Reading Detectives; Rühl & Souvignier, 2006) . The other aimed at improving executive meta-cognition by guided practice: students worked with a computer program based on latent semantic analysis (LSA)(conText) and received immediate feedback on written summaries. Although both groups improved their strategy knowledge to the same extent, the conText group showed a greater improvement in reading comprehension. These findings suggest that guided practice, which is characterised by intensive practice and individualised corrective feedback, is superior to explicitly teaching strategy knowledge.  \nComprehending written material is the ultimate goal of reading as well as reading instruction (e.g., Torgesen, 2002) and there is a vast body of evidence on the determinants of reading comprehension. Cromley and Azvedo (2007), for example, conducted a crosssectional analysis with the data of students aged 14. At this age, background knowledge and vocabulary had the strongest influence, but fluency, inference and other reading strategies considerably influenced students’ performance. These empirical findings essentially are consistent with models of text comprehension from cognitive psychology, such as the Construction Integration Model (Kintsch, 1998) . This theoretical framework describes the formation of a mental representation of the contents of a text, postulating two main processes. In the construction process, the reader activates word meanings, produces elaborations and inferences, and uses background knowledge to form a propositional structure of the text contents. In a parallel process – the integration phase – the propositional structure is converted into a coherent form, the mental model or situational model. This mental  \nCopyright © 2011 UKLA. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA  \n2 LENHARD, BAIER, ENDLICH, SCHNEIDER and HOFFMANN  \nrepresentation is independent from the word base of the original text, and instead resembles the condensed summary of the original text in one’s own words.  \nIn recent decades, different approaches have been developed in order to foster reading comprehension. Meta-analyses implicate phonic awareness, phonics, fluency, vocabulary and comprehension programmes as being central approaches in literacy education (e.g. Hattie, 2009, p. 140) . Beyond the initial acquisition of decoding skills, interventions directly targeting comprehension become especially important at the end of elementary school (Wanzek, Wexler, Vaughn & Ciullo, 2010) with a strong emphasis on meta-cognitive knowledge and strategic behaviour (e.g., predicting, summarising and comprehension monitoring; Van Kraayenoord, 2010) .  \nStrategy training as a key concept in reading comprehension instruction  \nOver the last 40 years, research on strategy usage and self-regulated learning has continuously increased and the research results have been incorporated into recommendations for e","cbCaikwmFwtvc72G","https://ap.wps.com/l/cbCaikwmFwtvc72G","pdf",1670356,1,18,"English","en",105,"# Strategy training as a key concept in reading comprehension instruction\n## Meta-analytical and theoretical foundations\n## Two programme conditions: direct instruction vs guided computer practice\n## Findings on knowledge transfer and implications","[{\"question\":\"Why does guided practice appear superior according to the study?\",\"answer\":\"Guided practice involves intensive practice and individualized corrective feedback. The study suggests these characteristics make transfer to reading comprehension more effective than explicitly teaching strategy knowledge.\"}]","Rethinking strategy instruction - direct reading strategy instruction versus computer-based guided practice | PDF",1788053283,45,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":28},"rethinking-strategy-instruction-direct-reading-strategy-instruction-versus-computer-based-guided-practice","",{"@graph":36,"@context":77},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/rethinking-strategy-instruction-direct-reading-strategy-instruction-versus-computer-based-guided-practice/160284/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-08-30",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71],{"name":72,"@type":73,"acceptedAnswer":74},"Why does guided practice appear superior according to the study?","Question",{"text":75,"@type":76},"Guided practice involves intensive practice and individualized corrective feedback. 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