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ERIC Number: ED357084
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
Influence of Strategy Fading and Progress Feedback on Children's Reading Comprehension and Self-Efficacy.
Schunk, Dale H.; Rice, Jo Mary
The effects of strategy fading and progress feedback on children's achievement outcomes were investigated. Forty-four fifth graders with reading-skills deficiencies from 2 elementary schools received instruction on locating main ideas. Children were taught and verbalized a strategy, and some faded the verbalizations to inner speech. Half of the children in the fading and no fading conditions periodically received progress feedback linking strategy use with improved performance. The no fading/no feedback condition scored significantly lower than did the other three conditions on posttest self-efficacy, comprehension skills, and self-reported strategy use. Fading plus feedback led to higher reported strategy use compared with the fading-only and feedback-only conditions and to higher comprehension skills compared with the feedback-only conditions. These results support the idea that students receiving remedial reading services benefit from procedures requiring extensive cognitive activity and informing them about strategy usefulness. A table of means and standard deviations from the study and a 60-item list of references are included. (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A