The effects of informed strategy vs. mapping strategy training on reading comprehension performance in learning disabled and average students
Year: 1989
Type: dissertation
Abstract: The comparative effects of Informed Strategies for Learning (ISL) and semantic mapping strategies training on reading comprehension in learning disabled (LD) and average students were investigated in this study.Subjects were 74 public school students in grades 4 and 5. Of these, 35 were LD and the remaining were average students.Both types of strategies focussed on reading for meaning, attending to important text elements, linking information in the text to information outside the text (i.e.pictures, prior knowledge), and recognizing different types of discourse structures.Students in both training groups also were provided with a rationale for using the strategies and instructed about when and where to apply them.The study included pretests, 10 instructional sessions, and posttests.Both standardized and criterion referenced measures of reading comprehension were administered.As well, students completed measures of strategy use, an error detection task, and an interview.Of interest were differences between training and ability groups in terms of strategy use, reading comprehension, strategy awareness, and strategy value.The results indicated that students used the strategies they were *"
Source: Summit (Simon Fraser University)
Author: Nancy E. Perry
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W938449144