Training Reading Comprehension in Adequate Decoders/Poor Comprehenders: Verbal Versus Visual Strategies
Johnson-Glenberg, M. C. (2000). Training reading comprehension in adequate decoders/poor comprehenders: Verbal versus visual strategies. Journal of Educational Psychology, 92, 772-782. https://psycnet.apa.org/doi/10.1037/0022-06126.96.36.1992
Third through fifth grade adequate decoders who were poor comprehenders were trained for 10 weeks in either the verbally based reciprocal teaching (RT) program (n=22) or the visually based visualizing/verbalizing (V/V) program (n=23), or they were assigned to an untreated control group (n=14). Training reading comprehension strategies in small groups enhanced comprehension as the experimental groups made significant gains on 11 measures, whereas the untreated control group made only 1 significant gain. Between experimental group comparisons (yielding effect sizes>.32) favored the RT group on several measures that depend on explicit, factual material, while the V/V group was favored on several visually mediated measures. Regarding which experimental condition was statistically optimal, the RT group made only 1 significantly greater gain than the V/V group on answering text-explicit open-ended questions.