Effects on science summarization of a reading comprehension intervention

• Autores: Mary E. Rogevich, Dolores Perin
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 74, Nº. 2, 2008, págs. 135-154
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • Sixty-three adolescent boys with behavioral disorders (BD), 31 of whom had comorbid attention deficit hyperactivity disorder (ADHD), participated in a self-regulated strategy development intervention called Think Beftre Reading, Think While Reading, Think After Reading, With Written Summarization (TWA- WS). TWA- WS adapted Linda Mason's TWA intervention by adding written summarization, ftcusing on self-monitoring, and using only science text. TWItWS participants showed significantly greater gains than a matched comparison group, which practiced literacy tasks with the same text, on reading comprehension as measured through written summarization (n2 = .42). The increases ftr TWA- WS generalized both to social studies text and to a more complex composing-ftom-sources task. Effects of comorbid ADHD appeared on generalization and maintenance (d = 0.73 to 1.49) but not posttest measures.