This study investigated the effects of six weeks of reading comprehension strategy instruction with and without attribution retraining on the reading performance of sixty-three 7th, 8th, and 9 th grade students with learning disabilities and other high functioning disabilities. Students were stratified by class and randomly assigned to one of three treatments including reading comprehension strategy instruction, reading comprehension strategy instruction with attribution retraining, or Read Naturally. Performance was assessed on reading comprehension, meta-comprehension strategy awareness, and attributional beliefs about reading. Teachers were randomly assigned to training condition and implemented 12 thirty minute lessons during self-contained English or accelerated reading classes. Strategy instruction consisted of instruction for the strategies: (a) setting a purpose, (b) previewing text structures, (c) activating background knowledge, (d) self-questioning, (e) summarizing, and (f) strategy monitoring. Attribution training consisted of instruction in the concepts: (a) identifying self-promoting (positive) and self-defeating (negative) beliefs, (b) using positive self-talk with simple and complex scenarios, and (c) using positive self-talk to promote persistence and flexible strategy use; in addition, teacher feedback was designed to promote explicit connections between strategy use and success or failure with comprehension. The Read Naturally condition consisted of instruction using either the traditional or computerized version of the program. Statistically significant findings were found for those students receiving reading comprehension strategy instruction and reading comprehension strategy instruction with attribution retraining over those in the Read Naturally condition on recall of main idea information. In addition, there were statistically significant findings for students who received reading comprehension strategy instruction over those in the Read Naturally condition. There were not, however statistically significant effects for students in the reading comprehension plus attribution training condition, although there was a descriptive advantage in the predicted direction. Students who received attribution retraining attributed success more to internal factors (such as effort and strategy use) and less to external factors (such as luck and assistance from a teacher). There were no statistically significant differences between the groups on a criterion referenced passage specific comprehension test or on attributions for reading failure. Findings are discussed with respect with respect to future research and practice.This study investigated the effects of six weeks of reading comprehension strategy instruction with and without attribution retraining on the reading performance of sixty-three 7th, 8th, and 9 th grade students with learning disabilities ...
|Title||:||Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Disabilities|