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Illuminating learning from informative texts in secondary education : a switching replication design study

Amelie Rogiers (UGent) , Emmelien Merchie (UGent) and Hilde Van Keer (UGent)
(2021) CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 64.
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Abstract
This study examined the effectiveness of explicit strategy instruction (ESI) to foster seventh-grade secondary school students? text-learning strategy use and text-learning performance. A large-scale experiment in an authentic educational setting with a switching replication design, with two groups and three measurement occasions was set up, in which 689 students followed an eight-lesson teacher-delivered ESI-program. Multilevel piecewise growth analysis was used to examine the short-and long-term evolution in students? text-learning performance and their self-reported and observed text-learning strategy use. The results show that students? text-learning performance and strategy use improved significantly after the intervention. However, this improvement declined two months after the intervention. The present study demonstrates that ESI is a promising approach to improve secondary school students? text learning.
Keywords
Text-learning strategies, Learning performance, Explicit strategy instruction, Secondary education

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MLA
Rogiers, Amelie, et al. “Illuminating Learning from Informative Texts in Secondary Education : A Switching Replication Design Study.” CONTEMPORARY EDUCATIONAL PSYCHOLOGY, vol. 64, 2021, doi:10.1016/j.cedpsych.2021.101946.
APA
Rogiers, A., Merchie, E., & Van Keer, H. (2021). Illuminating learning from informative texts in secondary education : a switching replication design study. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 64. https://doi.org/10.1016/j.cedpsych.2021.101946
Chicago author-date
Rogiers, Amelie, Emmelien Merchie, and Hilde Van Keer. 2021. “Illuminating Learning from Informative Texts in Secondary Education : A Switching Replication Design Study.” CONTEMPORARY EDUCATIONAL PSYCHOLOGY 64. https://doi.org/10.1016/j.cedpsych.2021.101946.
Chicago author-date (all authors)
Rogiers, Amelie, Emmelien Merchie, and Hilde Van Keer. 2021. “Illuminating Learning from Informative Texts in Secondary Education : A Switching Replication Design Study.” CONTEMPORARY EDUCATIONAL PSYCHOLOGY 64. doi:10.1016/j.cedpsych.2021.101946.
Vancouver
1.
Rogiers A, Merchie E, Van Keer H. Illuminating learning from informative texts in secondary education : a switching replication design study. CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 2021;64.
IEEE
[1]
A. Rogiers, E. Merchie, and H. Van Keer, “Illuminating learning from informative texts in secondary education : a switching replication design study,” CONTEMPORARY EDUCATIONAL PSYCHOLOGY, vol. 64, 2021.
@article{8695212,
  abstract     = {{This study examined the effectiveness of explicit strategy instruction (ESI) to foster seventh-grade secondary school students? text-learning strategy use and text-learning performance. A large-scale experiment in an authentic educational setting with a switching replication design, with two groups and three measurement occasions was set up, in which 689 students followed an eight-lesson teacher-delivered ESI-program. Multilevel piecewise growth analysis was used to examine the short-and long-term evolution in students? text-learning performance and their self-reported and observed text-learning strategy use. The results show that students? text-learning performance and strategy use improved significantly after the intervention. However, this improvement declined two months after the intervention. The present study demonstrates that ESI is a promising approach to improve secondary school students? text learning.}},
  articleno    = {{101946}},
  author       = {{Rogiers, Amelie and Merchie, Emmelien and Van Keer, Hilde}},
  issn         = {{0361-476X}},
  journal      = {{CONTEMPORARY EDUCATIONAL PSYCHOLOGY}},
  keywords     = {{Text-learning strategies,Learning performance,Explicit strategy instruction,Secondary education}},
  language     = {{eng}},
  pages        = {{20}},
  title        = {{Illuminating learning from informative texts in secondary education : a switching replication design study}},
  url          = {{http://doi.org/10.1016/j.cedpsych.2021.101946}},
  volume       = {{64}},
  year         = {{2021}},
}
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