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ERIC Number: EJ817524
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: As Provided
Reference Count: 67
ISSN: ISSN-0014-4029
Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders
Rogevich, Mary E.; Perin, Dolores
Exceptional Children, v74 n2 p135-154 Win 2008
Sixty-three adolescent boys with behavioral disorders (BD), 31 of whom had comorbid attention deficit hyperactivity disorder (ADHD), participated in a self-regulated strategy development intervention called Think Before Reading, Think While Reading, Think After Reading, With Written Summarization (TWA-WS). TWA-WS adapted Linda Mason's TWA intervention by adding written summarization, focusing on self-monitoring, and using only science text. TWA-WS participants showed significantly greater gains than a matched comparison group, which practiced literacy tasks with the same text, on reading comprehension as measured through written summarization ([eta][superscript 2] = 0.42). The increases for TWA-WS generalized both to social studies text and to a more complex composing-from-sources task. Effects of comorbid ADHD appeared on generalization and maintenance (d = 0.73 to 1.49) but not posttest measures. (Contains 5 tables and 2 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A