INSTRUCTION IN READING COMPREHENSION IN THE CLASSROOM: WHAT CAN WE LEARN FROM META-ANALYSIS?

Abstract

The theory and research in reading comprehension (RC) make it clear that this ability doesn’t result automatically from the capacity of decoding a text because it involves linguistic and cognitive components that need to operate together with decoding fluency. Therefore, the ability to understand must be seen as an object of teaching and must be pursued by school instruction. Intervention studies – and the meta-analysis on them – indicate effective  interventions for fostering the ability. However, the application of scientific evidence to teacher’s practice in the classroom is not simple or immediate, and requires new elaboration. This integrative review article examines a group of meta-analyses about intervention studies in RC, in order to verify the types of instruction analyzed, it’s effectiveness and the main aspects that impacted this effect. Highlights among the findings: the teaching of strategies favors all students profiles (with or without difficulties or at risk); there are more recommended strategies than others, such as setting reading goals (facilitates the monitoring), asking questions about the text (during the reading, by the teacher and the students), using written activities about the text. Furthermore, there is an important moderator effect related to who applies the instruction: the effectiveness diminishes when the teacher is the applicator. The complexity of the application and the preparation it requires indicate that as important as the development of programs in CL is the training of teachers who will implement them.