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The Effects of Goal Setting and Self-Instruction on Learning a Reading Comprehension StrategyA Study of Students with Learning DisabilitiesLeeAnn Johnson, PhD, is an instructor and practicum supervisor at the University of Maryland-College Park. She is interested in the practical implementation of research-supported reading and writing practices.
Steve Graham, EdD, is a professor of special education at the University of Maryland-College Park. His current research interests include writing and reading instruction with students with learning disabilities. Address: Steve Graham, Department of Special Education, College Park, MD 20742.
Karen R. Harris, EdD, is a professor of special education at the University of Maryland-College Park. She has taught kindergarten and fourth grade, as well as elementary students with learning disabilities, adolescents with severe learning and emotional problems, and young deaf children. Her research focuses on the integration of knowledge from affective, behavioral, cognitive, developmental, and social-ecological viewpoints into the development of teaching-learning approaches that are responsive to academic diversity. 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). Results 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.
Journal of Learning Disabilities, Vol. 30, No. 1,
80-91 (1997) This article has been cited by other articles:
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