Effects of Functional Instruction on Types of Achievement in Reading Narrative Texts

Aldo Bazan, Dorle Ramos, Monica Davila, Nestor Velarde and Maricel Rivera

International Journal of Psychological Studies, 2018, vol. 10, issue 3, 80

Abstract: Seventeen first-year Secondary School students with low levels of reading comprehension of mystery and horror stories, received training during two weeks in 50-minutes daily sessions. The structural planning was sequentially organized, in four types of teaching - learning situations going from lower to higher level of complexity. The instruction was implemented in accordance with four types of achievement levels- linked to the object, linked to the situation, non-linked to the operation, and non-linked to present situation. The results throughout the intervention revealed that in the two first levels (object-linked and operation-linked), average scores above 90% of achievement were obtained. In the two operation – non-linked levels (particular and present situation non-linked), averages scores between 73 and 76% of achievement were reached. Likewise, a significant change (p = 0.005) was found in a previous and post-evaluation of a school curricular unit for the group intervention, with no significant differences for the control group.

Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:ibn:ijpsjl:v:10:y:2018:i:3:p:80

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