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The Effectiveness of Two Methods for Teaching a Constraint-Seeking Questioning Strategy to Students with Learning Disabilities

Effie P.M. Simmonds is assistant professor of education at the College ofStaten Island of the City University of New York. She earned her EdD in special education with specialization in learning disabilities from Teachers College, Columbia University, in 1986. Her research is focused on cognitive and metacognitive strategy instruction related to academic achievement in general and to reading comprehension in particular. Address: Effie P.M. Simmonds, The College of Staten Island/CUNY, 130 Stuyvesant PL, Staten Island, NY 10301.

This study investigated the relative effectiveness of two methods of teaching an efficient questioning strategy to students with learning disabilities. The methods compared were fa) cognitive modeling alone in the use of constraint-seeking questions, and (b) cognitive modeling and verbalization in the use of constraint-seeking questions, involving explicit and consistent instruction and feedback. Sixty subjects with learning disabilities were assigned randomly to one of these two conditions (n = 30 in each group). A pretreatment and posttreatment design was employed, with the criterion variable being number of questions required to obtain the correct answers to two 20 questions games. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required. The two methods of instruction did not differ significantly in effectiveness.

Journal of Learning Disabilities, Vol. 23, No. 4, 229-233 (1990)
DOI: 10.1177/002221949002300405


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