Table_1_Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension?.docx

The study examined the effect of reciprocal teaching on students’ reading comprehension, reading fluency, and metacognitive knowledge of reading strategies, especially among students with learning difficulties. The special focus was to assess how the increase in reading fluency and metacognitive knowledge during the intervention contributes to the reading comprehension outcome. The sample consisted of 301 Grade 3 students, of whom 77 had learning difficulties. Analyzes of (co)variances were used for estimating the effects of reciprocal teaching on the development of reading comprehension, reading fluency, and metacognitive knowledge. Multigroup path analysis was used for testing the effect of increase in reading fluency and metacognitive knowledge on reading comprehension. We found reciprocal teaching had a positive effect on reading comprehension, especially for students with learning difficulties. Reading fluency and metacognitive knowledge improved significantly, but similarly in both the intervention and control groups. However, the increase in metacognitive knowledge only contributed to reading comprehension in the intervention group, not in the control group. The study sheds light on the cognitive and metacognitive mechanisms underlying students’ reading comprehension process, emphasizing metacognitive knowledge and especially the systematic practice of reading strategies as key factors in improving reading comprehension.

本研究考察了互惠教学（reciprocal teaching）对学生阅读理解能力、阅读流畅性以及阅读策略元认知知识的影响，尤其聚焦于学习困难学生群体。本研究的核心关切在于评估干预期间阅读流畅性与元认知知识的提升如何作用于阅读理解的最终结果。研究样本包含301名三年级学生，其中77名存在学习困难。本研究采用（协）方差分析方法，估算互惠教学对阅读理解能力、阅读流畅性及元认知知识发展的影响效应；采用多组路径分析方法，检验阅读流畅性与元认知知识的提升对阅读理解的作用路径。研究结果表明，互惠教学对阅读理解能力具有正向促进作用，尤其对学习困难学生群体效果更为显著。阅读流畅性与元认知知识均得到显著提升，但实验组与控制组的提升幅度并无显著差异。但仅在实验组中，元认知知识的提升对阅读理解能力存在显著正向贡献，控制组则未呈现该效应。本研究揭示了学生阅读理解过程背后的认知与元认知机制，强调元认知知识，尤其是阅读策略的系统性训练，是提升阅读理解能力的核心要素。