Inducing Use of a Text Lookback Strategy Among Unsuccessful Readers

Abstract

A text lookback strategy was taught to 12 remedial readers in three sessions. Readers were taught why to use lookbacks, when to use them, and where to use them with expository texts and accompanying questions. Five days after training was completed, the 12 subjects and 12 students in a control group were assessed for use of lookbacks and question-answering accuracy. Significant differences between training and control groups emerged both for percentage of correct answers with lookbacks (for questions not answered correctly from memory) and for percentage of lookbacks used (sometimes leading to an accurate answer, sometimes not) when needed. Classroom instruction in the use of text lookbacks is suggested.