Use of Self-Regulated Strategy Development to Improve Comprehension of Elementary Students with and At-Risk for E/BD

Academic Article

Abstract

  • Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD). One specific SRSD reading strategy is TWA (Think before reading, think While reading, and think After reading), which teaches students to self-monitor and self-evaluate while reading. The purpose of this study was to determine if TWA is effective in increasing reading comprehension of 4th-, 5th-, and 6th-grade students with or at-risk for emotional and behavioral disorders, using a randomized control trial pretest/posttest design. Results suggested no statistical significance between the reading comprehension of the treatment and control group following the intervention. Limitations are discussed and suggestions for future research are presented.
  • Authors

    Digital Object Identifier (doi)

    Author List

  • Sanders S; Losinski M; Ennis RP; Lane J; White W; Teagarden J
  • Start Page

  • 21
  • End Page

  • 33
  • Volume

  • 43
  • Issue

  • 1