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<p>The objective of this study was to develop and assess an instructional approach to teaching purposeful reading comprehension strategies to vocational school students. These students specialize for an occupational field, but they often experience difficulties with school tasks that involve reading and using written documents. Grounded in a definition of reading that emphasizes goal-setting and task management, a set of 10 explicit instruction workshops focused on purposeful reading strategies was co-designed with a group of vocational high school teachers from various disciplines. A different group of teachers was then trained by the research team and implemented the workshops in their regular classrooms. The effectiveness of the approach was tested using a quasi-experimental pre-test/training/post-test design involving an experimental group (<i>N</i> = 17 classes and 241 students) and a control group (<i>N</i> = 15 classes and 174 students). The intervention led to improvements on several indicators of purposeful reading proficiency, with pre-post-test comparisons suggesting particularly notable benefits for the students who initially exhibited greater difficulties. We discuss the implications of these findings for theories of reading comprehension, instructional approaches and researcher-teacher collaboration.</p>

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Fostering vocational high school students’ purposeful reading strategies: co-design of educational resources and validation in a naturalistic school setting

  • 期刊论文

  • 发表日期：

    2026年5月11日

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  • Anna Potocki,
  • Julien Ailloud,
  • Julie Ayroles,
  • Mônica Macedo-Rouet,
  • Yann Dyoniziak,
  • Jean Pylouster,
  • Jean-François Rouet

摘要

The objective of this study was to develop and assess an instructional approach to teaching purposeful reading comprehension strategies to vocational school students. These students specialize for an occupational field, but they often experience difficulties with school tasks that involve reading and using written documents. Grounded in a definition of reading that emphasizes goal-setting and task management, a set of 10 explicit instruction workshops focused on purposeful reading strategies was co-designed with a group of vocational high school teachers from various disciplines. A different group of teachers was then trained by the research team and implemented the workshops in their regular classrooms. The effectiveness of the approach was tested using a quasi-experimental pre-test/training/post-test design involving an experimental group (N = 17 classes and 241 students) and a control group (N = 15 classes and 174 students). The intervention led to improvements on several indicators of purposeful reading proficiency, with pre-post-test comparisons suggesting particularly notable benefits for the students who initially exhibited greater difficulties. We discuss the implications of these findings for theories of reading comprehension, instructional approaches and researcher-teacher collaboration.