NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ797669
Record Type: Journal
Publication Date: 2007-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 83
ISSN: ISSN-1937-6928
Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities
Antoniou, Faye; Souvignier, Elmar
Learning Disabilities: A Contemporary Journal, v5 n1 p41-57 Mar 2007
Teaching reading strategies and guiding students towards self-regulated reading routines are promising approaches to fostering reading comprehension in students with learning disabilities. The aim of this study was to evaluate in a sample of 73 fifth to eighth graders with learning disabilities (IQ higher than 85 and reading skills below expectation) a reading-strategy program containing reading and self-regulation strategies. The program was taught to the experimental group by their general or special education teachers, whereas the control group received traditional reading instruction. A pre-, post- and followup design was used during an entire academic year assessing reading-strategy knowledge, reading comprehension, and reading self-efficacy. Immediately after completion of the program only effects on reading strategy knowledge were significant; however, followup measures yielded meaningful gains in the experimental group for reading comprehension (d = 0.80), reading-strategy knowledge (d = 0.62), and reading self-efficacy (d = 0.78). (Contains 6 tables.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany