Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities

Autor/inn/en	Antoniou, Faye; Souvignier, Elmar
Titel	Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities
Quelle	In: Learning Disabilities: A Contemporary Journal, 5 (2007) 1, S.41-57 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Reading Comprehension; Self Efficacy; Learning Disabilities; Reading Strategies; Special Education Teachers; Grade 8; Grade 5; Grade 6; Grade 7; Reading Skills; Teaching Methods; Self Control; Reading Difficulties; Program Effectiveness; Conventional Instruction; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Leseverstehen; Self-efficacy; Selbstwirksamkeit; Learning handicap; Lernbehinderung; Reading strategy; Leselernstufe; Lesetechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School year 08; 8. Schuljahr; Schuljahr 08; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbeherrschung; Reading difficulty; Leseschwierigkeit; Ausland; Deutschland
Abstract	Teaching reading strategies and guiding students towards self-regulated reading routines are promising approaches to fostering reading comprehension in students with learning disabilities. The aim of this study was to evaluate in a sample of 73 fifth to eighth graders with learning disabilities (IQ higher than 85 and reading skills below expectation) a reading-strategy program containing reading and self-regulation strategies. The program was taught to the experimental group by their general or special education teachers, whereas the control group received traditional reading instruction. A pre-, post- and followup design was used during an entire academic year assessing reading-strategy knowledge, reading comprehension, and reading self-efficacy. Immediately after completion of the program only effects on reading strategy knowledge were significant; however, followup measures yielded meaningful gains in the experimental group for reading comprehension (d = 0.80), reading-strategy knowledge (d = 0.62), and reading self-efficacy (d = 0.78). (Contains 6 tables.) (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06