The effects of self-instructional training on the reading performance of learning disabled children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Anthony J. Cellucci (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
P. Scott Lawrence

Abstract: Considerable interest has arisen recently over the effectiveness of self-instructional training (SIT). This cognitive-behavioral procedure may be appropriate particularly for learning disabled children for whom performance deficits are often attributed to attentional difficulties. Unfortunately, existing SIT studies employing academic measures have produced inconsistent results, and have failed generally to include a direct training control so as to evaluate the specific role of self-verbalizations. Examination of the theoretical literature relating to self-instructional training revealed, moreover, several conflicting conceptual formulations regarding the possible effect of self-verbalizing on performance. Specifically, the perspectives afforded by the regulatory-mediational and impulsivity models were judged to be largely facilitative in contrast to the opposing suggestion that verbalizing might create interference as a result of limited capacity and response competition. This literature also highlighted the possible importance of age and/or competence as well as task difficulty in understanding SIT effects.

Additional Information

Language: English
Date: 1981
Reading $x Programmed instruction
Children with disabilities $x Education

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