Reading nonfiction texts with understanding is important to school success, yet many students struggle to do so. This randomized controlled trial extends previous research by contrasting an earlier iteration of a comprehension tutoring program (Comp) against a variant with strategies for transferring learning (Comp+Transfer). Participants were 189 fourth and fifth graders with weak reading comprehension. To evaluate their efficacy, we used commercially developed far-transfer measures and experimenter-made near- and mid-transfer measures of reading comprehension. In contrast to controls, students in both programs significantly improved their understanding of near-transfer passages. Additionally, students in Comp+Transfer improved performance on mid-transfer passages. These findings suggest the value of teaching for transfer and the importance of measuring program efficacy with researcher-made tests alongside commercial tests.

中文翻译：

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加强学生对信息文本理解的实验研究：迁移教学重要吗？

以理解的方式阅读非小说文本对学校的成功很重要，但许多学生都很难做到这一点。这项随机对照试验扩展了先前的研究，将理解辅导计划 (Comp) 的早期迭代与迁移学习策略 (Comp+Transfer) 的变体进行对比。参与者是 189 名阅读理解能力较弱的四年级和五年级学生。为了评估它们的功效，我们使用了商业开发的远迁移测量和实验者制造的阅读理解的近迁移和中迁移测量。与对照组相比，这两个项目的学生都显着提高了他们对近转移通道的理解。此外，Comp+Transfer 的学生在中转段落上的表现也有所提高。