Using Informed Strategies for Learning to Enhance the Reading and Thinking Skills of Children with Learning Disabilities.

Rottman, Theresa R.; Cross, David R.

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Peer reviewed

ERIC Number: EJ411775

Record Type: CIJE

Publication Date: 1990

Pages: N/A

Abstractor: N/A

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EISSN: N/A

Using Informed Strategies for Learning to Enhance the Reading and Thinking Skills of Children with Learning Disabilities.

Rottman, Theresa R.; Cross, David R.

Journal of Learning Disabilities, v23 n5 p270-78 May 1990

Evaluation of a metacognitive reading program with 13 learning-disabled children in grades 3 and 4 found that students increased in performance and awareness of strategies from pre- to posttesting. Differences were also observed between different clusters of students with defensive, pessimistic, or realistic self-concepts. (DB)

Descriptors: Elementary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies, Metacognition, Reading Achievement, Reading Comprehension, Reading Instruction, Self Concept, Thinking Skills

Publication Type: Journal Articles; Reports - Research; Reports - Evaluative

Education Level: N/A

Audience: Practitioners; Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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