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The Learning Conference 2003

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Presentation Details


Self-regulating Students' Strategies for Reading: Effects on 5th-grade Students' Expository Text Comprehension

Dr Linda H. Mason.

Construction of meaning from text, reading comprehension, is considered to be the most crucial academic skill learned in school. Many students, unfortunately, struggle with obtaining meaning from text. Students who struggle with reading have been characterized as inefficient learners who cannot easily assess and coordinate multiple mental processes and who also have difficulty with self-regulated processes such as monitoring, checking, and revising their solutions. Researchers have demonstrated, however, that when the weakest readers receive explicit instruction followed by practice in a comprehension strategy, reading comprehension gains are among the highest.

The effects of two reading comprehension strategies; Think Before Reading, Think While Reading, Think After Reading (TWA) with Self-Regulated Strategy Development (SRSD) instruction and Reciprocal Questioning (RQ), on the expository reading comprehension performance of 32 urban 5th-grade students with and without disabilities who struggle with reading were compared in a group experimental design study. Students performing in the lower 40th percentile on school-based tests for reading comprehension were randomly assigned to either TWA or RQ instruction. Students' performance on five oral measures a (main idea statements, summaries, quality of retell, number of main ideas in retell, and number of information units in retell) taken at pretest, posttest, and maintenance indicated that TWA students' oral reading comprehension improved significantly when compare to students in the RQ condition across measures. ANCOVA was used to analyze results and effect sizes were calculated. Medium and large effect sizes were obtained. Students in each treatment reported that instruction had improved performance although this was not evident for those students in RQ.

Participants will receive lesson plans and reproducible support material for TWA. Implications for practice and evaluation of student performance will be discussed.


Dr Linda H. Mason  (United States)
Assistant Professor
Department of Special Education
University of Illinois, Urbana/Champaign

Dr. Linda Mason received her PhD from the University of Maryland. Dr. Mason taught in an elementary school for six years and served as special education team leader for two of these years. Dr. Mason also served as project coordinator for a federally funded project, the Center for Accelerating Student Learning. Dr. Mason has co-authored three published articles. Currently, Dr. Mason is an Assistant Professor in the Department of Special Education, University of Illinois, Urbana/Champaign.

  • Reading
  • Comprehension
  • Struggling Learners

(60 min Workshop, English)