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Abstract

The intent of the study was to determine the effects of Cognitive Monitoring (CM), Creative Problem Solving (CPS), and Combination (CM and CPS) instructional programs on reading disabled third-graders oral comprehension as measured by performance on the Boehm Test of Basic Concepts (BTBC). The BTBC was administered in groups of ten subjects and also individually. Subjects were one-hundred third-graders, identified as reading one and one-half years below grade level expectancy within average range intelligence. Subjects were randomly assigned to one of four conditions: CM, CPS, Combination, or Control. Treatment lasted for ten consecutive school days for a total of five hours. Criterion group means on the BTBC were subjected to a one-way Analysis of Variance. Treatment effects were found for measures of Form A, BTBC (group administration) and Form B, BTBC, (individual administration).

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Problem-Solving Instruction as an Oral Comprehension Aid for Reading Disabled Third Graders

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