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ERIC Number: ED263695
Record Type: RIE
Publication Date: 1985-Jun
Pages: 130
Abstractor: N/A
Reference Count: 0
Strategy Training Project. Final Report.
Anderegg, David; And Others
Forty-seven reading disabled children whose major reading problem was comprehension participated in a study to examine the effects of interventions designed to structure information in encoding and recall through the use of categorization strategy. Short term treatment consisted of four tutorials over a 2-week period. Long term treatment 1 consisted of eight tutorials over 4 weeks (an extension of the short term treatment). Long term treatment 2, also eight tutorials over a 4-week period, included material from content areas studied in the regular classroom. A control group was not exposed to the strategy training curriculum or any other type of group experience. Measures of clustering and recall were used to assess the impact of the strategy training curriculum. There were no differences in the degree of categorization evident in the recall protocols of trained and control Ss with respect to picture stimuli. There were also no significant differences between Ss in long term and short term training conditions regarding adjusted ratio of categorization (ARC) scores. Comparisons between treatment and controls showed no signficant effects of training, and extent of training had no significant effect on recall of items from either blocked or unblocked prose stimuli. Practical and design-related concerns were noted to affect data collection and research results. It is noted that "uninsightful" poor readers (i.e., those requiring additional steps in the training process) did improve as a result of their exposure to strategy training. (CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Research Inst. for Educational Problems, Cambridge, MA.