The study compared the effects of repeated readings versus paraphrasing cognitive strategy instruction. Main idea comprehension skills of rural fifth, sixth, and seventh grade learning disabled students with moderate levels of decoding fluency (100 words per minute), and high levels of decoding accuracy (97%) were used. The study also investigated the relative power of combining the two procedures. Results indicated that paraphrasing instruction was superior to the repeated readings procedures. Pairing repeated readings with the paraphrasing strategy was no more effective than teaching the paraphrasing strategy alone. Instructional implications are discussed.
Get full access to this article
View all access options for this article.
References
1.
Brown,A., & Palinscar,A. (1982). Including strategic learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities,2(1), 1–18.
2.
Chomsky,C. (1978). When you still can't read in the third grade: After decoding, what? In SamuelsS. J. (Ed.), What research has to say about reading instruction.Newark, DE: International Reading Association.
3.
Clark,F. L., Deshler,D. D., Schumaker,J. B., & Alley,G. R. (1984). Visual imagery and self-questioning: Strategies to improve reading comprehension of written materials. Journal of Learning Disabilities,17(3), 145–149.
4.
Dahl,P. R., & Samuels,S.J. (1974). A mastery based experimental program for teaching poor readers high speed word recognition skills. Unpublished manuscript.
5.
Deshler,D. D., Alley,G. R., Warner,M. M., & Schumaker,J. B. (1981). Instructional practices for promoting skill acquisition and generalization in severely learning disabled adolescents. Learning Disability Quarterly,4 (4), 415–421.
6.
Dunn,L. M., & Marquardt,F. C. (1970). Peabody Individual Achievement Test. Circle Pines, MN: American Guidance Service.
7.
Ellis,E. S., & Lenz,B. K. (1987). A component analysis of effective learning strategies for LD students. Learning Disabilities Focus,2(2), 94–107.
8.
Graves,A. (1986). Effects of direct instruction and metacomprehension training on finding main ideas. Learning Disabilities Research,1, 90–100.
9.
Kirk,R. (1968). Experimental design: Procedures for the behavioral sciences.Belmont, CA: Brooks/Cole.
10.
LaBerge,D., & Samuels,S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology,6, 293–323.
11.
Liberman,I. Y., & Shankwieler,D. (1987). Phonology and the problems of learning to read and write. In SwansonH. L. (Ed.), Memory and learning disabilities (pp. 203–223). Greenwich, CT: JAI Press.
12.
Lovitt,T. C., Horton,S. V., & Bergerud,D. (1987). Matching students with textbooks: An alternative to readability formulas and standardized tests. British Columbia Journal of Special Education,11(1), 49–55.
13.
Marascuilo,L. A., & McSweeney,M. (1977). Nonparametric and distribution-free methods for the social sciences.Monterey, CA: Brooks/Cole.
14.
Moyer,S. B. (1979). Rehabilitation of Alexia: A case study. Cortex,15, 19–144.
15.
Moyer,S. B. (1982). Repeated reading. Journal of Learning Disabilities,15(1), 619–623.
16.
Neill,K. (1980). Turn kids on with repeated readings. Teaching Exceptional Children,12, 63–64.
17.
Samuels,S. J. (1979). The method of repeated readings. Reading Teacher, 403–408.
18.
Samuels,S. J. (1987). Information processing and reading. Journal of Learning Disabilities,20, 18–22.
19.
Schumaker,J. B., Denton,P., & Deshler,D. D. (1984). The paraphrasing strategy.Lawrence, KS: The University of Kansas.
20.
Schumaker,J. B., Deshler,D. D., Denton,P., Alley,G. R., Clark,F., & Warner,M. M. (1982). Multipass: A learning strategy for improving reading comprehension. Learning Disability Quarterly,5, 409–414.
21.
Swanson,H. L. (1987). Information processing theory and learning disabilities: An overview. Journal of Learning Disabilities,20, 3–7.
22.
Swanson,H. L. (1988). Toward a metatheory of learning disabilities. Journal of Learning Disabilities,21, 196–209.
23.
Terry,P. (1974). The effect of orthographic transformations upon speed and accuracy of semantic categorization. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
24.
Torgesen,J. K. (1986). Using computers to help learning disabled children practice reading: A research-based perspective. Learning Disabilities Focus,1(2), 72–81.
25.
Wechsler,D. (1974). Wechsler Intelligence Scale for Children-Revised.New York: Psychological Corp.
26.
Wong,B. Y. L, & Jones,W. (1982). Increasing metacomprehension in learning disabled and normally-achieving students through self-questioning training. Learning Disabilities Quarterly,5, 228–240.
