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Peer reviewed Peer reviewed
ERIC Number: EJ553923
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Is Attribution Retraining Necessary? Use of Self-Regulation Procedures for Enhancing the Reading Comprehension Strategies of Children with Learning Disabilities.
Miranda, Ana; Villaescusa, Maria Isabel; Vidal-Abarca, Eduardo
Journal of Learning Disabilities, v30 n5 p503-12 Sep-Oct 1997
This study investigated the need to include explicit attributional retraining in a program designed to teach self-regulation reading comprehension strategies to 60 Spanish children (grades 5-6) with learning disabilities. Regardless of attributional retraining, children improved on measures of cognitive strategies, but their gains were very low on metacognitive measures. (Author/CR)
Descriptors: Cognitive Ability, Educational Strategies, Foreign Countries, Helplessness, Intermediate Grades, Learning Disabilities, Metacognition, Reading Comprehension, Self Concept, Self Efficacy, Self Management
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Attributional Retraining; Spain