NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ559521
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0938-8982
The Effects of Expert-Generated versus Student-Generated Cognitive Organizers on the Reading Comprehension of Students with Learning Disabilities.
Boyle, Joseph R.; Weishaar, Mary
Learning Disabilities Research and Practice, v12 n4 p228-35 Fall 1997
Thirty-nine high school students with mild disabilities and poor reading comprehension were trained to use either student-generated or expert-generated cognitive organizers to improve literal and inferential reading comprehension. Following training, both groups exceeded the reading comprehension performance of a control group, and students using student-generated organizers had significantly higher scores than those using expert-generated organizers. (Author/DB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A