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Download full textSchunk, Dale H.; Rice, Jo Mary – 1992
Two experiments investigated the effects of sources of strategy information on children's acquisition and transfer of reading outcomes and strategy use. Children with reading skill deficiencies received comprehension instruction on main ideas. In the first experiment, the final sample comprised 33 students (21 fourth graders, 12 fifth gaders)…
Descriptors: Feedback, Intermediate Grades, Reading Comprehension, Reading Research
Schunk, Dale H.; Rice, Jo Mary – 1990
This study investigated the effects of goals and goal-progress feedback on children's reading comprehension self-efficacy and skill. Subjects, 30 lower-middle-class students from 2 fifth-grade classes in an elementary school who did not experience excessive decoding problems and who regularly received remedial reading instruction, were randomly…
Descriptors: Feedback, Grade 5, Intermediate Grades, Reading Comprehension
Peer reviewedMiranda, Ana; Villaescusa, Maria Isabel; Vidal-Abarca, Eduardo – Journal of Learning Disabilities, 1997
This study investigated the need to include explicit attributional retraining in a program designed to teach self-regulation reading comprehension strategies to 60 Spanish children (grades 5-6) with learning disabilities. Regardless of attributional retraining, children improved on measures of cognitive strategies, but their gains were very low on…
Descriptors: Cognitive Ability, Educational Strategies, Foreign Countries, Helplessness
Peer reviewedSchunk Dale, H.; Rice, Jo Mary – Journal of Special Education, 1993
Forty-four fifth-grade remedial reading students were taught to verbalize a learning strategy and then were divided into fading/no-fading, feedback/no-feedback conditions. Having students fade the strategy to covert self-instructions and giving them feedback linking strategy use with improved performance enhanced self-efficacy, comprehension, and…
Descriptors: Feedback, Generalization, Instructional Effectiveness, Intermediate Grades
Schunk, Dale H.; Rice, Jo Mary – 1993
The effects of strategy fading and progress feedback on children's achievement outcomes were investigated. Forty-four fifth graders with reading-skills deficiencies from 2 elementary schools received instruction on locating main ideas. Children were taught and verbalized a strategy, and some faded the verbalizations to inner speech. Half of the…
Descriptors: Children, Elementary School Students, Feedback, Grade 5
Shawaker, Patricia; Dembo, Myron H. – 1996
A study examined the hypothesis that learning strategy coupled with efficacy-building teaching interactions would lead to greater strategic learning than learning strategy instruction alone. A reading comprehension strategy was taught to 184 students from 4 Los Angeles County (California) public and independent schools. Included were 65…
Descriptors: Grade 5, Grade 6, Grade 7, Intermediate Grades
