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THE EFFECT OF STUDY SKILL TRAINING ON LEARNING DISABLED STUDENTS' RETELLING OF EXPOSITORY MATERIAL
Author(s) -
Alexander Deborah Ferrante
Publication year - 1985
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1985.18-263
Subject(s) - psychology , learning disability , training (meteorology) , mathematics education , medical education , cognitive psychology , developmental psychology , medicine , physics , meteorology
This research was conducted to determine the effects of a study skill training procedure on oral retelling of printed expository material read by three intermediate‐grade learning disabled students. Measures of story retelling, study characteristics, and answers to comprehension questions were obtained during each session. The study skills taught during the intervention phase involved a modified Study, Question, Read, Recite, and Review technique (Robinson, 1941). Findings confirmed the existence of a functional relationship between the use of the study skill procedure and improved retelling. Experimenter directions and assistance were systematically faded so that during postchecks students used the procedure easily and quickly while obtaining their highest scores for retelling.