Extended Attributional Feedback: Sequence Effects During Remedial Reading Instruction
نویسندگان
چکیده
منابع مشابه
Extended Attributional Feedback: Sequence Effects During Remedial Reading Instruction
This experiment investigated how the sequence of ability and effort attributional feedback over an extended period influences children's reading comprehension, attributions, and self-efficacy. Children with comprehension deficiencies participated in a training program that included instruction and practice in identifying important ideas. One group of children (ability-ability) periodically rece...
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This experiment investigated the effects of goals and goal progress feedback on reading comprehension selfefficacy and skill. Remedial readers received comprehension strategy instruction on finding main ideas, Some subjects were provided a product goal of answering questions, others were given a process goal of learning to use the strategy, and subjects in a third condition received process goa...
متن کاملA Remedial Reading Method
(Methuen, 17s. 6d.) At first sight one is put off by the amount of apparatus needed and by l'J" mass of detailed instructions. However, any teacher who has taken so much troUb, and given so much thought and time to perfecting such a method must be a r?a. enthusiast and is therefore more likely than other teachers to infuse his pupils the desire to learn. Furthermore, Mr. Moxon has cunningly evo...
متن کاملStrategy Self-Verbalization During Remedial Listening Comprehension Instruction
This experiment investigated the effects of strategy self-verbalization on children's self-efficacy and listening comprehension. Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to higher self-ef...
متن کاملDeveloping a reciprocal teaching/learning system for college remedial reading instruction
In face-to-face instruction of Reciprocal Teaching (RT), students’ reading processes and dialogues with their peers are hardly observed. As a result, the teacher has few clues to identify students’ learning difficulties and provide further scaffoldings. To record students’ reading processes and enhance their comprehension, this study reports on the design of an online reciprocal teaching and le...
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ژورنال
عنوان ژورنال: The Journal of Early Adolescence
سال: 1986
ISSN: 0272-4316,1552-5449
DOI: 10.1177/0272431686061005