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)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Journal of Experimental Education, 53, 49-54.
Language: English
Date: 1984
Verbalization, Remedial instruction, Language deficiency, Learning strategies

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