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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ472747
Record Type: CIJE
Publication Date: 1993
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4669
Strategy Fading and Progress Feedback: Effects on Self-Efficacy and Comprehension among Students Receiving Remedial Reading Services.
Schunk Dale, H.; Rice, Jo Mary
Journal of Special Education, v27 n3 p257-76 Fall 1993
Forty-four fifth-grade remedial reading students were taught to verbalize a learning strategy and then were divided into fading/no-fading, feedback/no-feedback conditions. Having students fade the strategy to covert self-instructions and giving them feedback linking strategy use with improved performance enhanced self-efficacy, comprehension, and self-reported strategy use. (Author/JDD)
Descriptors: Feedback, Generalization, Instructional Effectiveness, Intermediate Grades, Learning Strategies, Maintenance, Reading Comprehension, Reading Difficulties, Reading Instruction, Remedial Instruction, Remedial Reading, Self Efficacy
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Self Regulation; Strategy Fading