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Disabled readers' processing of prose: Do any processes change because of intervention?
Author(s) -
Swanson H. Lee,
Kozleski Elizabeth,
Stegink Phillip
Publication year - 1987
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198710)24:4<378::aid-pits2310240413>3.0.co;2-f
Subject(s) - recall , psychology , task (project management) , comprehension , cognitive psychology , cognition , reading comprehension , reading (process) , think aloud protocol , cognitive strategy , multiple baseline design , transfer of training , protocol analysis , intervention (counseling) , developmental psychology , linguistics , cognitive science , computer science , philosophy , management , usability , human–computer interaction , neuroscience , psychiatry , economics
A multiple baseline design was implemented to address the questions, “Do qualitative changes in reported strategies occur during treatment and does strategy instruction concurrently influence a conceptually related task?” The dependent measure for the prose recall task was the number of idea units recalled, while the number of facts comprehended during silent reading sessions assessed transfer effects. “Thinking aloud protocols” were used to identify cognitive processes during prose recall. The results suggested that a qualitative shift in verbal strategy reports occurred across training sessions. The introduction of cognitive training (visual and verbal mapping of idea units) increased the recall of prose compared to the baseline conditions, although concurrent effects on reading comprehension tasks were minimal. It was assumed that unstable cognitive processes during prose recall, as well as nonequivalent mental processes between the two tasks, accounted for the poor transfer of training effects.