Abstract:
This paper reports on experimental evaluation of the effectiveness of combining two metacognitive instructional approaches to enhance the reading comprehension skills of poor readers. More specifically the study aimed to evaluate the extent to which reciprocal teaching procedures combined with transenvironmental programming would facilitate comprehension of text and promote transfer of learning for a group of upper primary poor readers. The results support previous research into the facilitative effects of reciprocal teaching on reading comprehension, and of transenvironmental programming on transfer of learning across settings; and indicate that the combination of the two instructional programs provides a very effective means of improving the comprehension skills of poor readers.