Impact of Incorporating a Pedagogical Approach Promoting Reading Comprehension Among Secondary Vocational Students
Bibliographic record
Abstract
Secondary vocational training (VT) teachers in Quebec (Canada) expect students to have the necessary reading skills to meet curriculum demands, but many students lack self-sufficiency in this regard. Our action research study aimed to improve reading comprehension of printed texts by secretarial and accounting students. It also aimed to implement, among 19 VT teachers themselves, a proven pedagogical approach to reading comprehension. One of the objectives of the study was to document the impact of this approach on young adult students. Results from the MARSI questionnaire indicated that students (n = 91) reported using reading strategies more frequently ( p < 0.001, medium effect). Analysis of five semi-structured group interviews with 36 students revealed, among other things, an improvement in content comprehension and the adoption of effective reading strategies. The success rate for these programs increased significantly over the two years of action research. We may conclude that VT teachers can realistically incorporate such an approach in their regular teaching and that its implementation has a positive impact on students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".