Strategy Self-Verbalization During Remedial Listening Comprehension Instruction
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Dale H. Schunk, Dean (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: 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-efficacy across grades, and promoted performance among third and fourth graders, but did not benefit second graders. Future research should apply strategy self-verbalization to other language skills and should explore the effects of covert fading.
Strategy Self-Verbalization During Remedial Listening Comprehension Instruction
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Created on 2/25/2011
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Additional Information
- Publication
- Journal of Experimental Education, 53, 49-54.
- Language: English
- Date: 1984
- Keywords
- Verbalization, Remedial instruction, Language deficiency, Learning strategies