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Comparing Two Modes of Teaching a Question-Answering Strategy for Enhancing Reading ComprehensionDidactic and Self-Instructional TrainingLorranie Graham recently received her doctorate in instructional psychology from Simon Fraser University. She is interested in the effective classroom instruction of exceptional learners, particularly students with learning disabilities. Address: Lorraine Graham, Faculty of Education, Simon Fraser University, Burnaby, BC V5A, 1S6, Canada.
Bernice Y.L. Wong is a professor of education at Simon Fraser University. Her research interests include theory-based intervention research. This study investigated the comparative efficacy of two instructional approaches—didactic teaching and self-instructional training—in teaching average and poor readers a comprehension question-answering strategy. Forty-five average students and 45 poor readers from Grades 5 and 6 participated. These 38 girls and 52 boys were equally and randomly assigned to one of three treatment conditions: didactic teaching of the strategy, self-instruction, or control (no training). Students in the first two treatment conditions learned a mnemonic strategy ("Here," "Hidden," and "in my Head") to indicate question-answer relationships that are text explicit, text implicit, or script implicit, respectively. Essentially, the 3H mnemonic cued students to use appropriate text and/or knowledge-base information in answering comprehension test questions. In addition, students in the self-instruction group learned three self-questions to guide their use of the 3H strategy. Specifically, the self-questions focused students' attention on the task, provided a basis for decision making concerning the categorization of comprehension test questions, and reminded students to check their answers. The results indicated that both didactic teaching and self-instructional training of the strategy effected significant improvements in students' reading comprehension performance. However, self-instructional training was more effective in enhancing and maintaining students' reading comprehension performance than didactic teaching. Moreover, results from the oral questionnaire indicated that the 3H strategy training increased students' general metacognitive knowledge. Lastly, of the 60 trained students, 52 wrote that they would encourage other children to leant the 3H strategy. Thus, the response to strategy learning was clearly positive.
Journal of Learning Disabilities, Vol. 26, No. 4,
270-279 (1993) This article has been cited by other articles:
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