The Effectiveness of Teaching Cognitive Strategies on Levels of Reading Comprehension of Narrative and Informational Texts with a Dynamic Approach

The present study was conducted to determine the effectiveness of teaching cognitive strategies on different levels of reading comprehension of narrative and informational texts among third grade elementary students of Dezful. This study was based on a multiple-baseline design across subjects. The tool used in this study was a set of teacher-made comprehension tests that included 20 texts matched in both narrative and informational genres. The study was conducted in 60 individual sessions for three subjects, Comprehension was assessed orally by semi-structured interviews. Finally, using graphical analysis and two nonoverlap methods i.e. NAP and TAU in Excel 2019 the effect sizes was calculated, and the results were discussed. After analyzing the data, although the effectiveness of strategic instruction method was evaluated, there was no significant difference between comprehension of the experimental and control subjects. However, in the separate analysis of the texts, it was observed that in the narrative texts, strategic instruction is more effective than the traditional one with effect sizes of 83% and 67%. Also, a similar significant difference was observed between subjects' reading comprehension in the levels of literal comprehension and reorganization, but no significant difference was found in the level of inferential comprehension. The results of this research showed the effectiveness of strategic instruction on reading comprehension based on low-level thinking.