Elementary learning disabled students (N=32) were assigned to a control group or to an experimental group trained to use a comprehension monitoring strategy wherein important paragraph ideas were restated as they read. Restatement training improved comprehension not only under conditions matching the training task, but also those demanding…

Results of the study involving five learning disabled junior high students indicated that some form of error correction tended to be significantly superior to no correction at all, but that many correction procedures appeared to produce rather small effects on word recognition. (DLS)