TY - JOUR
T1 - Direct Teaching, Strategy Instruction, and Strategy Instruction With Explicit Self-Regulation
T2 - Effects on the Composition Skills and Self-Efficacy of Students With Learning Disabilities
AU - Sawyer, Richard J.
AU - Graham, Steve
AU - Harris, Karen R.
PY - 1992/9
Y1 - 1992/9
N2 - This study extends previous research on components of effective strategy instruction operationalized in an approach referred to as self-regulated strategy development (SRSD). Comparisons were made among learning-disabled students in 4 conditions (SRSD, SRSD without goal setting and self-monitoring, direct teaching, and practice control) at posttest, generalization, and 2 maintenance probes. Normally achieving (NA) peers constituted a social validation condition. Full SRSD resulted in significantly greater schematic structure scores at generalization as compared with the other instructional conditions. At posttest, both SRSD conditions resulted in significantly greater schematic structure scores as compared with the practice control condition. Comparisons with NA peers indicated that all instructional conditions had a meaningful effect. No differences among conditions were found for self-efficacy.
AB - This study extends previous research on components of effective strategy instruction operationalized in an approach referred to as self-regulated strategy development (SRSD). Comparisons were made among learning-disabled students in 4 conditions (SRSD, SRSD without goal setting and self-monitoring, direct teaching, and practice control) at posttest, generalization, and 2 maintenance probes. Normally achieving (NA) peers constituted a social validation condition. Full SRSD resulted in significantly greater schematic structure scores at generalization as compared with the other instructional conditions. At posttest, both SRSD conditions resulted in significantly greater schematic structure scores as compared with the practice control condition. Comparisons with NA peers indicated that all instructional conditions had a meaningful effect. No differences among conditions were found for self-efficacy.
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U2 - 10.1037/0022-0663.84.3.340
DO - 10.1037/0022-0663.84.3.340
M3 - Article
AN - SCOPUS:0001610063
SN - 0022-0663
VL - 84
SP - 340
EP - 352
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 3
ER -