Premium
Combined strategy and attributional training for seventh grade average and poor readers
Author(s) -
Chan Lorna K.S.
Publication year - 1996
Publication title -
journal of research in reading
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.077
H-Index - 51
eISSN - 1467-9817
pISSN - 0141-0423
DOI - 10.1111/j.1467-9817.1996.tb00092.x
Subject(s) - psychology , reading (process) , reading comprehension , task (project management) , context (archaeology) , comprehension , perception , control (management) , mathematics education , computer science , linguistics , neuroscience , artificial intelligence , paleontology , philosophy , management , economics , biology , programming language
This paper reports on a study examining the effects of combined strategy and attributional training through small‐group intervention in a specific reading task context. The training aims to provide instruction in the use of reading strategies while at the same time to convince students that their reading performance is attributable to their use of effective strategies, which is under their personal control. Four grade 7 (13 year old) classes, consisting of 40 poor readers and 56 average readers, participated in the study. Students were randomly allocated to one of four instruction conditions involving different combinations of strategy instruction and attributional training. Instruction was provided in small groups of 6 to 8 students over nine one‐hour sessions. Results indicated that teaching poor readers use of effective reading strategies, while convincing them that reading successes and failures were attributable to use of effective or ineffective strategies, not only improved their comprehension performance and increased use of reading strategies, but also reduced their perceptions of learned helplessness.