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Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students With Learning and Other Mild Disabilities.
- Source :
- Journal of Learning Disabilities; 1/1/2011, Vol. 44 Issue 1, p18-32, 15p
- Publication Year :
- 2011
-
Abstract
- A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three treatments: RCS+AR, RCS, or a Read Naturally (Ihnot, 1992) comparison condition. Results indicated that compared to the comparison group, both strategy instruction groups performed better on a summarization measure of comprehension after treatment producing large effect sizes. Both groups also performed better after a 6-week delay; however, only the RCS+AR group maintained a large effect size. In addition, RCS+AR students displayed higher attributions for reading success at post- and delayed posttesting. Implications for practice and future research are discussed. [ABSTRACT FROM PUBLISHER]
- Subjects :
- ANALYSIS of variance
STATISTICAL correlation
HIGH school students
LEARNING disabilities
LEARNING strategies
LONGITUDINAL method
MIDDLE school students
READING
RESEARCH evaluation
RESEARCH funding
STATISTICAL sampling
SPECIAL education
STATISTICS
DATA analysis
EFFECT sizes (Statistics)
RANDOMIZED controlled trials
PRE-tests & post-tests
Subjects
Details
- Language :
- English
- ISSN :
- 00222194
- Volume :
- 44
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Journal of Learning Disabilities
- Publication Type :
- Academic Journal
- Accession number :
- 58584506
- Full Text :
- https://doi.org/10.1177/0022219410371677