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Learner profile stability and change : the impact of the explicit strategy instruction program 'Learning Light'

Amelie Rogiers (UGent) , Emmelien Merchie (UGent) and Hilde Van Keer (UGent)
(2020) JOURNAL OF EDUCATIONAL RESEARCH. 113(1). p.26-45
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Abstract
This study examined the stability and change in secondary school students' learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition - receiving an eight-lesson-teacher delivered instructional treatment - and one control condition. Four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and limited strategy users) were corroborated at three measurement occasions in a sample of 444 students. Cluster movement analysis identified positive changes in students' learner profiles over time. Both short- and long-term results were promising.
Keywords
Explicit strategy instruction, learner profiles, secondary education, text-learning strategies, READING-COMPREHENSION INSTRUCTION, SELF-REGULATION, EXPOSITORY TEXTS, CLUSTER-ANALYSIS, PRIOR KNOWLEDGE, HIGH-SCHOOL, STUDENTS, CLASSROOM, TEACHERS, CHALLENGES

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MLA
Rogiers, Amelie, et al. “Learner Profile Stability and Change : The Impact of the Explicit Strategy Instruction Program ‘Learning Light.’” JOURNAL OF EDUCATIONAL RESEARCH, vol. 113, no. 1, 2020, pp. 26–45, doi:10.1080/00220671.2019.1711005.
APA
Rogiers, A., Merchie, E., & Van Keer, H. (2020). Learner profile stability and change : the impact of the explicit strategy instruction program “Learning Light.” JOURNAL OF EDUCATIONAL RESEARCH, 113(1), 26–45. https://doi.org/10.1080/00220671.2019.1711005
Chicago author-date
Rogiers, Amelie, Emmelien Merchie, and Hilde Van Keer. 2020. “Learner Profile Stability and Change : The Impact of the Explicit Strategy Instruction Program ‘Learning Light.’” JOURNAL OF EDUCATIONAL RESEARCH 113 (1): 26–45. https://doi.org/10.1080/00220671.2019.1711005.
Chicago author-date (all authors)
Rogiers, Amelie, Emmelien Merchie, and Hilde Van Keer. 2020. “Learner Profile Stability and Change : The Impact of the Explicit Strategy Instruction Program ‘Learning Light.’” JOURNAL OF EDUCATIONAL RESEARCH 113 (1): 26–45. doi:10.1080/00220671.2019.1711005.
Vancouver
1.
Rogiers A, Merchie E, Van Keer H. Learner profile stability and change : the impact of the explicit strategy instruction program “Learning Light.” JOURNAL OF EDUCATIONAL RESEARCH. 2020;113(1):26–45.
IEEE
[1]
A. Rogiers, E. Merchie, and H. Van Keer, “Learner profile stability and change : the impact of the explicit strategy instruction program ‘Learning Light,’” JOURNAL OF EDUCATIONAL RESEARCH, vol. 113, no. 1, pp. 26–45, 2020.
@article{8635962,
  abstract     = {{This study examined the stability and change in secondary school students' learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition - receiving an eight-lesson-teacher delivered instructional treatment - and one control condition. Four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and limited strategy users) were corroborated at three measurement occasions in a sample of 444 students. Cluster movement analysis identified positive changes in students' learner profiles over time. Both short- and long-term results were promising.}},
  author       = {{Rogiers, Amelie and Merchie, Emmelien and Van Keer, Hilde}},
  issn         = {{0022-0671}},
  journal      = {{JOURNAL OF EDUCATIONAL RESEARCH}},
  keywords     = {{Explicit strategy instruction,learner profiles,secondary education,text-learning strategies,READING-COMPREHENSION INSTRUCTION,SELF-REGULATION,EXPOSITORY TEXTS,CLUSTER-ANALYSIS,PRIOR KNOWLEDGE,HIGH-SCHOOL,STUDENTS,CLASSROOM,TEACHERS,CHALLENGES}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{26--45}},
  title        = {{Learner profile stability and change : the impact of the explicit strategy instruction program 'Learning Light'}},
  url          = {{http://dx.doi.org/10.1080/00220671.2019.1711005}},
  volume       = {{113}},
  year         = {{2020}},
}
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