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Article: The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities.
- Article from:
- Learning Disability Quarterly
- Article date:
- June 22, 2006
- Author:
CopyrightCOPYRIGHT 2006 Council for Learning Disabilities. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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Abstract. We compared a reading intervention that consisted of explicit, self-regulatory strategy instruction to a strategy intervention that was less explicit to determine the impact on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities (RD). Participants included 20 students with RD who were entering grades 4-8. The interventions were delivered on a one-to-one basis over five weeks, four days per week, for one hour per day. Those receiving the explicit, self-regulatory strategy intervention showed greater gains in their attributions to incorrect strategy usage for reading failure than participants in the less explicit ...
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...Knights and castles, monks and monasteries, artisans and peasants: Medieval times is a popular unit in the middle school social studies history curricula. To immerse students in medieval times, however, requires that students experience the full range of the eras daily activities: life in castle,
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