The study presents the effects of a 6-month intervention program for training students in using summarizing skills by informational texts. A total of 114 4 th grade students and 5 of their teachers, who implemented the program, participated in the experimental group (EG), 76 students were in the control group (CG). We examined the students’ skill of summarizing with a pre-, postand a follow-up test. All students were divided into four groups according to their general reading competency (GRC) at pre-test: struggling, at-risk, average and good readers. We found: 1) important progress in summarizing by all groups of readers (EG and CG), with a more extensive progress made by readers in the EG; 2) stable proficiency differences between students in summarizing in general and in the elements of the summary (main ideas and coherence of text). The implications for further research and practice are discussed.

中文翻译：

---

四年级学生总结技能训练效果的差异

该研究展示了一项为期 6 个月的干预计划的效果，该计划用于训练学生通过信息文本使用总结技能。共有 114 名 4 年级学生和他们的 5 名教师参与了实验组（EG），76 名学生在控制组（CG）中。我们通过事前、事后和跟进测试来检验学生的总结能力。所有学生根据他们在预测试时的一般阅读能力 (GRC) 分为四组：挣扎、有风险、一般和优秀的读者。我们发现：1）所有读者群体（EG和CG）在总结方面取得了重要进展，EG读者取得了更广泛的进展；2) 学生在概括概括和概括要素（主要思想和文本的连贯性）方面的能力差异稳定。