title: Effect of an intervention program on the reading comprehension processes and strategies in 5th and 6th grade students.
abstract: BACKGROUND
  Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes and strategies, using the &quot;Aprender a Comprender&quot; [Learning to Understand] program.
  
  
  METHODS
  Instruction was carried out in the classroom by two teachers during six months. Ninety-four students participated, 49 from 5th grade and 45 from 6th grade. A pretest-intervention-posttest-follow-up design was used with a comparison group by grade.
  
  
  RESULTS
  The analysis of variance shows an impact of the intervention and its differential maintenance in each grade. The 5th-grade intervention group scored higher than the comparison group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up.
  
  
  CONCLUSIONS
  Textual strategy instruction favors reading comprehension and the progressive development of planning, which is necessary for supervision and regulation, and its effects are maintained over time.
authors.affiliation: Universidad de Vigo.
authors.forename: Elena
authors.initials: E
authors.lastname: Gayo
authors.forename: Manuel
authors.initials: M
authors.lastname: Deaño
authors.forename: Ángeles
authors.initials: Á
authors.lastname: Conde
authors.forename: Iolanda
authors.initials: I
authors.lastname: Ribeiro
authors.forename: Irene
authors.initials: I
authors.lastname: Cadime
authors.forename: Sonia
authors.initials: S
authors.lastname: Alfonso
mesh_terms: D002648:Child; D032882:Comprehension; D004493:Education; D005260:Female; D006801:Humans; D008297:Male; D011932:Reading; D013334:Students