Научно обоснованные образовательные интервенции для развития и улучшения понимания прочитанного у подростков

Вопросы образования. 2025. № 2. С. 101–141.

Логвиненко Т. И., Стрельцова А. В., Otstavnov N., Кустова Т. А., Иванова А. Е., Аракелян И. А., Григоренко Е. Л.

The aim of this article is to review empirical studies, meta-analyses and systematicreviews on educational interventions for developing and improving reading compre-hension in adolescents, including both typically developing readers and those ex-periencing reading difficulties. We distinguish seven intervention types aimed at im-proving reading comprehension, each targeting different components as the basisfor intervention: decoding and reading fluency, working memory, vocabulary, infe-rential skills, metacognitive skills, logical-semantic analysis of text structure, andreading motivation. We evaluate the evidence supporting their effectiveness, as wellas data on the relationship between each component and reading comprehension.All interventions reviewed, except for working memory training, have some evi-dence of effectiveness. However, among the interventions whose outcomes hasbeen examined in multiple meta-analyses, reported effect sizes vary dramatically,ranging from small to moderate and large. Several open questions remain, such asthe problem of learning transfer and duration of effects, as well as the replicability ofinterventions and their outcomes across different contexts — languages, samples,and educational systems. The current review can serve as a starting point for prac-titioners and researchers interested in the development and implementation of evi-dence-based reading interventions in Russia.

Keywords: мотивация, словарный запас, motivation, vocabulary, декодирование, working memory, рабочая память, интервенции, metacognitive skills, decoding, reading comprehension, понимание прочитанного, чтение, метакогнитивные навыки, reading interventions, inferential skills, инференциальные навыки