6533b81ffe1ef96bd1277ae8
RESEARCH PRODUCT
Is attribution retraining necessary? Use of self-regulation procedures for enhancing the reading comprehension strategies of children with learning disabilities
Maria Isabel VillaescusaAna MirandaEduardo Vidal-abarcasubject
MaleHealth (social science)media_common.quotation_subjecteducationMetacognitionEducationDevelopmental psychologyBehavior TherapyReading (process)medicineHumans0501 psychology and cognitive sciencesChildInternal-External ControlProblem Solvingmedia_commonSelf-efficacyLearning Disabilities05 social sciencesRetraining050301 educationCognitionReadingReading comprehensionEducation SpecialGeneral Health ProfessionsLearning disabilityFemalemedicine.symptomAttributionPsychology0503 education050104 developmental & child psychologydescription
The present study investigates the need to include explicit attribution retraining in a program designed to teach reading comprehension strategies to children with learning disabilities (LD). The program had two versions: (a) self-regulation procedures and (b) self-regulation procedures plus explicit attributional retraining. Sixty children with LD were assigned to two training groups (with and without attributional retraining) and a control group. Twenty normally achieving students served as an additional control group. The effects were assessed via attribution measures and cognitive and metacognitive reading comprehension tests. Results indicated that children from both training groups improved on measures of cognitive strategies, but their gains were very low on metacognitive measures. In addition, regardless of training condition, students from both groups showed equally good attribution profiles.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 1997-09-01 |