NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ524488
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0731-9487
The Effects of a Cognitive Mapping Strategy on the Literal and Inferential Comprehension of Students with Mild Disabilities.
Boyle, Joseph R.
Learning Disability Quarterly, v19 n2 p86-98 Spr 1996
Fifteen middle school students with mild disabilities and poor reading comprehension were taught to independently create cognitive maps from reading passages. Comparison with a matched control group indicated that students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension measures. (Author/DB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A