Strategic reading instruction and reattribution training for students who are "at-risk" or learning disabled
Year: 1995
Type: dissertation
Study design: Clinical Trial
Abstract: This study investigated the effects of providing students of low reading ability with direct instruction in strategic reading and reattributional training for effort.There were two conditions: Experimental and control.Both focused on reading comprehension.Specifically, the experimental group focused on increasing reading comprehension through the teaching of specific reading skills.Twenty-four students received instruction in reading strategies for use in three different stages of reading: Pre, during, and postreading.Pre-reading strategies included examining the title and headings, looking at the pictures, skimming the text, thinking about what the story might be about, and activating prior knowledge.The during reading strategies consisted of identifying the main idea, making inferences, and-backtracking.Postreading strategies included self-monitoring such as "Did I meet my goal?", "What did I learn?", "Were my predictions accurate?","Did everything make sense?", and "Can I summarize the main points?".In addition, the students received reattribution training for effort which made the students aware of the relationship between effort and achievement.The fifteen children in the control group received practice in reading for comprehension.Instruction for the control group centred on improving reading comprehension using a content based approach.Thus, while both the experimental and the control groups focused on reading comprehension, the experimental group utilized a skills-based approach while the control group employed a content-based approach.The results of the study indicated that combining instruction in strategic reading with reattribution training for effort led to increased scores in word A sincere thank you to my colleague, Terra Higgins, for her generous contribution of time.Her congenial, willing manner was greatly appreciated.
Source: Summit (Simon Fraser University)
Author: Nancy Gail Gordon
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Award: G520289498
OpenAlex ID: W33955576