How to improve reading comprehension
an overview of types of pedagogical interventions
Keywords:
language literacy, pedagogical interventions for literacy development; teaching reading comprehension, development of reading competences, functional literacy
Abstract
Literacy, according to contemporary understanding, is a situational, complex competence integrated into various social practices. Therefore, we view it as multiple literacies with numerous dimensions—linguistic, mathematical, scientific, political, economic, media-related, and so on. However, multiple literacies can only be achieved through the development of linguistic literacy, which serves as the mediator and moderator of all other literacies. The most researched aspect of linguistic literacy is reading comprehension. The aim of this paper is to categorize and systematize various pedagogical interventions that contribute to the development of reading comprehension, which is the foundation of all meaningful learning. The analysis and organization of empirical findings, programs, and practical endeavors were based on two criteria: who is the primary actor or most responsible for a particular type of intervention, and what is the focus of the intervention to be implemented. Our analysis identified six different types: psychological-pedagogical-linguistic interventions on the text itself; support for the development of students' cognitive competencies related to reading; support for the development of students' personality and affective competencies; innovations in teaching/learning methods; interventions in the learning environment; and interventions in the domain of educational policies. The paper provides descriptions and examples for each type of pedagogical intervention and concludes that the synergy of all is the most effective way to develop literacy in children and youth.
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Golke, S., Hagen, R., & Wittwer, J. (2019). Lost in narrative? The effect of informative narratives on text comprehension and metacomprehension accuracy. Learning and Instruction, 60, 1–19. https://doi.org/10.1016/j.learninstruc.2018.11.003
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Greene Brabham, E., & Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465–473. https://doi.org/10.1037/0022-0663.94.3.465
Hunn, L., Teague, B. & Fisher, P. (2023). Literacy and mental health across the globe: a systematic review. Mental Health and Social Inclusion, 27(4), 392-406. https://doi.org/10.1108/MHSI-09-2022-0064
Ivić, I. Pešikan, A. i Antić, S. (2003). Aktivno učenje 2. Institut za psihologiju.
Ivić, I., Pešikan, A. i Kostić, A. (2021). Ključni podaci o obrazovanju u Srbiji. SANU.
Ivić, I., Pešikan, A. & Antić, S. (2013). Textbook quality: A Guide to textbook standards. V&R unipress
Johnsen, E. B. (1993). Textbooks in the kaleidoscope. A critical survey of literature and research on educational texts (pp. 165-166). Scandinavian University Press.
Joshi, R. M. (2005). Vocabulary: A Critical Component of Comprehension. Reading & Writing Quarterly: Overcoming Learning Difficulties, 21(3), 209–219. https://doi.org/10.1080/10573560590949278
Katzir, T. (2022). The Feeling of reading in a changing world: from neurons to narratives. In M. Suárez-Orozco & C. Suárez-Orozco (Ed.), Education: A Global Compact for a Time of Crisis (pp. 301-312). Columbia University Press. https://doi.org/10.7312/suar20434-020
Katzir, T., & Lipka. O. (2017). An island of understanding - Teacher's manual. University of Haifa. https://ejsafra.haifa.ac.il/global-education-paper-10-2-2020/
Katzir, T., Kim, Y.S., & Dotan, S. (2018). Reading self-concept and reading anxiety in second grade children: The roles of word reading, emergent literacy skills, working memory and gender. Frontiers in Psychology, 9, 1180.
Katzir, T., Lesaux, N. K., & Kim, Y. S. (2009). The role of reading self-concept and home literacy practices in fourth grade reading comprehension. Reading and Writing, 22(3), 261-276.
Li, J.-T., Tong, F., Irby, B. J., Lara-Alecio, R., & Rivera, H. (2024). The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis. Language Teaching Research, 28(1), 231-252. https://doi.org/10.1177/1362168821994133
Lincoln, A. K., Adams, W., Eyllon, M., Garverich, S., Prener, C. G., Griffith, J., Paasche-Orlow, M. K., & Hopper, K. (2017). The Double Stigma of Limited Literacy and Mental Illness: Examining Barriers to Recovery and Participation among Public Mental Health Service Users. Society and Mental Health, 7(3), 121-141. https://doi.org/10.1177/2156869317707001
Liyan, Y., Jie Yu, J., and Tong X. (2023). Social–emotional skills correlate with reading ability among typically developing readers: a meta-analysis. Education Sciences, 13(2) 220. https://doi.org/10.3390/educsci13020220
Maughan, B., & Carroll, J. (2006). Literacy and mental disorders. Current opinion in psychiatry, 19(4), 350–354. https://doi.org/10.1097/01.yco.0000228752.79990.41
Mayer, R. E. (2008). Learning and instruction. Second edition. Pearson.
McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1), 1–43. https://doi.org/10.1207/s1532690xci1401_1
McNamara, D., Ozuru, Y.,Best, R. & O’Reilly, T. (2007). The 4-Pronged Comprehension Strategy Framework. In D. McNammara (Ed.), Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 465- 497). Mahwah, New Jersey : LEA
Meer, Y., Breznitz, Z., & Katzir, T. (2016). Calibration of Self-Reports of Anxiety and Physiological Measures of Anxiety While Reading in Adults With and Without Reading Disability. Dyslexia, 22(3), 267–284. https://doi.org/10.1002/dys.1532
Meneghetti C., Carretti, B., De Beni, R. (2006). Components of reading comprehension and scholastic achievement. Learning and Individual Differences, 16, 291–301.
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