The effects of story grammar strategy training on the story comprehension, self-efficacy and attributions of learning-disabled students.
Item
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Title
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The effects of story grammar strategy training on the story comprehension, self-efficacy and attributions of learning-disabled students.
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Identifier
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AAI9732965
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identifier
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9732965
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Creator
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Rooney, Jeanne.
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Contributor
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Adviser: Shirley Feldmann
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Date
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1997
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Reading | Education, Language and Literature | Education, Special | Education, Educational Psychology | Education, Elementary
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Abstract
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A reading strategy, story grammar, supplemented with modeling feedback and self-regulation training was taught to learning disabled students in order to investigate the effects of the strategy on the students' story comprehension, self-efficacy beliefs and attribution statements.;Ninety-one students, aged 9-2 to 12-5 years formed one control and four treatment groups. Each treatment group received basic story grammar strategy. Two treatment groups received either modeling feedback or self-regulation training. One group received both supplemental strategies.;Throughout, the reading strategy was reinforced as a tool meant to improve story comprehension. Various metacognitive statements were integrated to enable the students to remain focused on and to recall strategy components. Students read short narratives, identified strategy elements and recorded responses on worksheets.;Modeling feedback training demonstrated strategy use, including various metacognitive statements. The students reviewed practice responses, which were corrected when necessary. Self-regulation training was implemented by training students to use a checklist designed to assist them to remember salient features of the strategy. Additionally, they predicted their ability to correctly identify strategy elements.;Story grammar strategy effects on story comprehension were measured by pre and post treatment worksheets. Self-efficacy beliefs and attribution statements were measured by a Likert-type questionnaire. Self-efficacy beliefs were measured pre and post treatment, attribution statements were measured post treatment.;An analysis of covariance was computed to assess effects on story comprehension and self-efficacy beliefs. An analysis of variance was utilized to investigate effects on attribution statements. Data analysis did not reveal any significant differences between any of the treatment conditions in improving story comprehension, self-efficacy beliefs and attribution statements.;Additional analyses demonstrated significant gains in story grammar skills from pre to post test, which may reflect mastery on the easier story grammar items rather than an improved understanding of all the story grammar elements.;The implications of this study suggest that learning disabled students can learn a reading strategy and improve story comprehension. This most likely occurs when instruction involves strong auditory emphasis, repetition, practice and performance feedback. Improved self-efficacy beliefs and increased attribution statements appeared related to performance and added strategy training.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
