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Peer reviewed Peer reviewed
ERIC Number: EJ304976
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Metacognitive Differences Between Skilled and Less Skilled Readers: Remediating Deficits Through Story Grammar and Attribution Training.
Short, Elizabeth Jane; Ryan, Ellen Bouchard
Journal of Educational Psychology, v76 n2 p225-35 Apr 1984
An intervention program, consisting of story grammar training and/or attribution training, was designed to remediate the failure of poor readers to use metacognitive skills. Using 42 fourth-grade poor readers in three different treatment groups, results showed strategic training produced dramatic gains in reading comprehension. (BS)
Descriptors: Aptitude Treatment Interaction, Attribution Theory, Comparative Analysis, Elementary Education, Grade 4, Low Achievement, Males, Metacognition, Reading Ability, Reading Comprehension, Reading Strategies, Remedial Instruction, Retention (Psychology)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Story Grammar
Note: This study was in partial fulfillment of the Ph.D. requirements at the University of Notre Dame and was supported by National Institute of Education Grant G-80-0134 and National Institute of Child Health and Human Development Grant T32-HD078-2.