Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Learning and Other Mild Disabilities

Autor/inn/en	Berkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E.
Titel	Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Learning and Other Mild Disabilities
Quelle	In: Journal of Learning Disabilities, 44 (2011) 1, S.18-32 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410371677
Schlagwörter	Reading Comprehension; Research Design; Mild Disabilities; Effect Size; Grade 9; Reading Strategies; Pretests Posttests; Grade 7; Grade 8; Middle School Students; Learning Disabilities; Reading Instruction; Reading Processes; Academic Achievement; Failure; Control Groups; High School Students; Intervention; Statistical Significance; Statistical Analysis; Scores; Special Education; Stanford Diagnostic Reading Test + Suchen Sie Ihr Suchwort? Leseverstehen; Forschungsdesign; School year 09; 9. Schuljahr; Schuljahr 09; Reading strategy; Leselernstufe; Lesetechnik; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning handicap; Lernbehinderung; Leseunterricht; Leseprozess; Schulleistung; High school; High schools; Oberschule; Studentin; Statistische Analyse; Special needs education; Sonderpädagogik; Sonderschulwesen
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. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10