ERIC Number: EJ817524
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0014-4029
EISSN: N/A
Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders
Rogevich, Mary E.; Perin, Dolores
Exceptional Children, v74 n2 p135-154 Win 2008
Sixty-three adolescent boys with behavioral disorders (BD), 31 of whom had comorbid attention deficit hyperactivity disorder (ADHD), participated in a self-regulated strategy development intervention called Think Before Reading, Think While Reading, Think After Reading, With Written Summarization (TWA-WS). TWA-WS adapted Linda Mason's TWA intervention by adding written summarization, focusing on self-monitoring, and using only science text. TWA-WS participants showed significantly greater gains than a matched comparison group, which practiced literacy tasks with the same text, on reading comprehension as measured through written summarization ([eta][superscript 2] = 0.42). The increases for TWA-WS generalized both to social studies text and to a more complex composing-from-sources task. Effects of comorbid ADHD appeared on generalization and maintenance (d = 0.73 to 1.49) but not posttest measures. (Contains 5 tables and 2 figures.)
Descriptors: Reading Comprehension, Intervention, Behavior Disorders, Attention Deficit Hyperactivity Disorder, Adolescents, Males, Self Management, Instructional Effectiveness, Matched Groups, Content Area Reading, Sciences, Writing (Composition), Expository Writing, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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