The Effects of Goal Setting and Self-Instruction on Learning a Reading Comprehension Strategy

Abstract

This study examined the contributions of instruction in goal setting and self-instruction, separately and combined, on the acquisition, maintenance, and generalization of a reading comprehension strategy by fourth-through sixth-grade students with learning disabilities. A previously validated strategy involving the use of story structure to analyze and remember story content was taught to 47 students with learning disabilities using the self-regulated strategy development (SRSD) model. Comparisons were made among students with learning disabilities in four conditions (strategy instruction, strategy instruction plus goal setting, strategy instruction plus self-instruction, and strategy instruction plus goal setting and self-instruction). Result indicated that instruction in the reading strategy produced meaningful, lasting, and generalizable effects on students' story comprehension skills. Furthermore, the comprehension performance of the students with learning disabilities after strategy instruction was indistinguishable from that of a social comparison group of normally achieving students. Explicit instruction in goal setting and self-instruction, however, did not augment the comprehension performance of students with learning disabilities.

The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students

“…Second, some other programs directly teach students monitoring strategies and fix-it strategies to enhance their awareness and executive control of the reading process (Pearson & Fielding, 1991;Schuder, 1993). Third, some programs, especially those from the social learning perspective, have integrated self-regulated learning with strategy instruction, encouraging students to set goals, monitor and evaluate their learning progress and performance regularly during their learning process (Johnson & Graham, 1997;Schunk & Rice, 1991;Schunk & Zimmerman, 1997).…”

“…For other programs, different motivational elements have been incorporated based on different theoretical foundations. For example, programs derived from the social learning theory have mainly focused on the relation between students' self-efficacy and their reading development (Johnson & Graham, 1997;Schunk & Rice, 1993). Programs derived from the attribution theory have emphasized that students' adaptive attributional beliefs can encourage their continued use and generalization of strategy, unlike programs that only involve students in isolated strategy training (Borrkowski, Weyhing, & Carr, 1988;Chan, 1996).…”

Self-Regulated Strategy Development in the Classroom: Part of a Balanced Approach to Writing Instruction for Students With Disabilities

“…Studies have also been conducted by researchers independent of Graham, Harris, and their colleagues (Albertson & Billingsley, 1997;Collins, 1992;Tanhouser, 1994). The majority of SRSD research has involved writing; studies have also been conducted, however, in reading and math, and one group of elementary through high school teachers has applied SRSD to homework completion and organization for classes and the school day (Bednarczyk, 1991;Case, Harris, & Graham, 1992;Harris, Bennof, 1992;Johnson, Graham, & Harris, 1997;Mason, 2002).…”

Υποστήριξη Μαθητών Με Μαθησιακές Δυσκολίες: Στρατηγικές Μάθησης Και Μελέτης

“…Πιο συγκεκριμένα, εμπειρικές έρευνες σχετικά με τη διδασκαλία στρατηγικών μάθησης διαπίστωσαν μεγάλη βελτίωση στην αναγνωστική κατανόηση των παιδιών (Griffey, Zigmond, & Leinhardt, 1988. Johnson, Graham, & Harris, 1997 και θετική συσχέτιση των στρατηγικών με την ακαδημαϊκή επίδοση (Tinajero, Lemos, Araújo, Ferraces, & Páramo, 2012).…”