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• W938449144 abstract "The comparative effects of Informed Strategies for Learning (ISL) and semantic mapping strategies training on reading comprehension in learning disabled (LD) and average students were investigated in this study. Subjects were 74 public school students in grades 4 and 5. Of these, 35 were LD and the remaining were average students. Both types of strategies focussed on reading for meaning, attending to important text elements, linking information in the text to information outside the text (i.e. pictures, prior knowledge), and recognizing different types of discourse structures. Students in both training groups also were provided with a rationale for using the strategies and instructed about when and where to apply them. The study included pretests, 10 instructional sessions, and posttests. Both standardized and criterion referenced measures of reading comprehension were administered. As well, students completed measures of strategy use, an error detection task, and an interview. Of interest were differences between training and ability groups in terms of strategy use, reading comprehension, strategy awareness, and strategy value. The results indicated that students used the strategies they were * taught, and students in the ISL group used their strategies more. All students increased their awareness of strategy use from pretest to posttest. However, students in the ISL group increased their awareness more than students in the mapping group. LD students increased their awareness of strategies as much as average students. Small increases in value of strategies also were observed for all students, with average students valuing strategies more than LD students. All students, except average students in the mapping condition, increased their scores on comprehension questions, and all students increased their scores on the free recall exercises from pretest to posttest. Scores on the Gates MacGinitie and the error detection task remained unchanged. Students in the ISL group recognized more discourse structures than students in the mapping group during training. However this superiority was not maintained at posttest. Average students scored higher on recognizing discourse structures than LD students at pretest and posttest." @default.
• W938449144 created "2016-06-24" @default.
• W938449144 creator A5069811833 @default.
• W938449144 date "1989-01-01" @default.
• W938449144 modified "2023-09-27" @default.
• W938449144 title "The effects of informed strategy vs. mapping strategy training on reading comprehension performance in learning disabled and average students" @default.
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