| Abstract [eng] |
Ability to read is one of mayor factors leading to successful learning in school and later stages of life. The theoretical framework of this research is based on vast research showing that learning strategies instruction may help students to reach higher reading performance. Especially the learning strategies which are used in primary school informational text reading, help improve student’s achievements and reduce the gap between weaker students together with improving their ability to learn. Pennequin et al. (2010), Cornoldi et al. (2015) revealed that training which improves metacognitive strategies is particularly valuable for less successful students. Therefore, capacity to use reading strategies would be a solution to the complex problem of reading motivation. Collaboration enhances the learning progress of reading strategies, motivates students and helps them. According to the researchers (i.e. Baten, Praet, & Desoete, 2017; Sičiūnienė, Toleikytė, 2017; De Smedt & Van Keer, 2018;), teachers are in need of a clearer structure and direction, together with didactic recommendations which training tools to use; how often and when to use them to make learning strategies an integral part of each lesson, not just an addition. The research goal is based on answering the following questions: how teaching learning strategies can benefit primary school student’s informational reading abilities? Which reading strategies authors of textbooks incorporate into tasks and explanations? By using learning strategies, how does students cognitive learning abilities change over period of time? The purpose of this research is to find evidence and diagnose the influence of learning strategies on primary school students’ informational text reading abilities. The goal of this paper is to reveal the influence of learning strategies in primary school students’ informational text reading abilities To achieve the goal the following objectives were raised: 1) to reveal learning strategies incorporation possibilities to benefit primary school student’s informational reading abilities; 2) to validate the research methodology of learning strategies impact on informational reading abilities; 3) to determine possibilities of improving reading abilities of primary school students by using learning strategies. |
