Literaturnachweis - Detailanzeige
Autor/inn/en | Taylor, Lorie K.; Alber, Sheila R.; Walker, David W. |
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Titel | The Comparative Effects of a Modified Self-Questioning Strategy and Story Mapping on the Reading Comprehension of Elementary Students with Learning Disabilities. |
Quelle | In: Journal of behavioral education, (2002) 2, S.69-87Infoseite zur Zeitschrift
PDF als Volltext |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-0819 |
DOI | 10.1023/A:1015409508939 |
Abstract | Abstract An alternating treatments design was used to examine the effects of story mapping, a modified self-questioning strategy, and no intervention on literal and inferential reading comprehension of elementary students with learning disabilities. Immediate post-tests indicated that students attained significantly greater comprehension in the self-questioning and story mapping conditions over no intervention. Although students attained similarly high levels of overall comprehension when they used story mapping and self-questioning, students scored slightly higher on inferential comprehension questions in the self-questioning condition. Additionally, 4 out of the 5 students indicated a preference for the self-questioning strategy. |
Erfasst von | OLC |
Update | 2023/2/05 |