The Effects of Conceptual Knowledge Goal Intervention on the Development of Poor Readers’ Reading Comprehension
Year: 2025
Type: article
Study designs: Randomized Controlled Trial, Clinical Trial
Abstract: Conceptual knowledge goal (CKG) is a typical component of outcome-based learning. However, the contribution of CKG to poor readers’ reading comprehension development remains unclear. Following the suggestion of the Simple View of Reading theory for the poor reader category, the current study recruited 90 poor decoders (PD), 76 poor comprehenders (PC), and 100 general poor readers (GPR) to be randomly divided into CKG and control conditions. After a 12-week intervention, readers who received the CKG condition performed significantly better in character reading and receptive vocabulary than control condition readers, regardless of the reader category. Only PDs who received CKG performed significantly better in listening comprehension than those in the control condition. The results indicate that CKG is an effective approach for educators to enhance the reading comprehension abilities of poor readers in primary schools.
Source: SAGE Open
Authors: Guozhong Luo, Wen Li, Bingqing Gong, Yukun Wu
Institutions: Hainan University, Hainan Normal University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,600
OpenAlex ID: W4406287591