Enhancing Comprehension Skill and Self-Efficacy with Strategy Value Information.

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 )
Web Site: http://library.uncg.edu/

Abstract: Two experiments investigated how providing remedial readers with information that strategy use improves performance influenced their self-efficacy and comprehension skill. In both studies, children were given training on finding main ideas, Children in Experiment received specific strategy value information, general strategy value information, specific plus general (combined) information, or no strategy value information. In Experiment 2, children received strategy effectiveness feedback, specific strategy value information, or feedback plus specific (combined) information. In each study, the combined treatment enhanced self-efficacy and skill better than the other conditions, which did not differ. These results suggest that remedial readers may not benefit much from minimal information on how strategy use can improve performance. Multiple sources of strategy value information may be necessary to enhance self-efficacy and comprehension skill.

Additional Information

Journal of Reading Behavior, 19, 285-302.
Language: English
Date: 1987
Reading, Remedial instruction, Comprehension, Learning strategies, Effective teaching, Children

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