Do We Really Need to Teach Reading Comprehension? Influences of Cognitive Ability, Achievement, and Instruction

• In Event: 16.021 - Advances in Reading Instruction and Interventions

Abstract

In the present study we question the influences of cognitive ability, prior achievement and instruction on summarizing. In an experimental study, thirty typically developing fourth grade readers were pretested for verbal cognitive ability, reading achievement, and summarizing ability. Next, the treatment condition received training on summarizing and the control condition received training on activating schema. At posttest, participants again summarized passages. Analyses found that at pretest cognitive verbal ability and achievement scores significantly predicted summary scores. At posttest there was a main effect for treatment, but cognitive ability and achievement scores were no longer significant predictors. These results indicate that while cognitive ability and achievement scores may predict performance, strong instruction has the strongest impact on summarizing ability.

Authors

• Esther Hellmann, The City University of New York

• Linnea C. Ehri, City University of New York