Differential effects of reading strategy intervention for three levels of comprehenders : focus on text comprehension and autonomous reading motivation Universiteit Gent
The present study aimed to explore whether reading strategy intervention directed by the principle of gradual release of responsibility (GRR) improves students' Chinese reading comprehension and autonomous reading motivation (ARM) and whether the intervention effectiveness varies for low, average, and high levels of comprehenders in secondary schools. A 2 × 2 crossover experimental intervention was set up, involving 1688 students from 30 classes ...