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The effect of cognitive strategies in improving reading comprehension for a student with special needs
Author
Tay, Beverly Bee Lee
Supervisor
Yang, Chien Hui
Abstract
Students who have inherent difficulties with reading, writing and mathematics are at a disadvantage in the school environment (Torgesen, 2004). These students may have, in addition, social and emotional problems because they cannot understand the non-verbal signals of those around them (Kavale & Forness, 1996), thus aggravating the difficult learning process. This study seeks to determine if the reading comprehension of a middle school student with learning difficulties can be improved through the teaching of cognitive strategies, and whether, in the process, he can acquire self-regulation in his own learning. An intervention based loosely on a self-regulation approach, Think before reading, think While reading and think After reading (TWA for short) (Mason, 2004) was used after informed consent, based on the identified needs of the student. Some of the strategies from TWA were combined with visualizing, questioning, and making inferences. A single-subject ABCDCD reversal design was used. In total there were forty-two sessions of intervention, followed by three sessions for maintenance, three months later. At every session, data was obtained using self-developed comprehension and fluency probes, and the sessions video-taped to ensure treatment fidelity. An improvement in comprehension was seen in the increases in the mean scores for both comprehension and fluency probes compared to the mean scores obtained during baseline. Inference-making had the largest impact on comprehension. However, its effect was not sustained in the maintenance phase. All other categories in the comprehension probe demonstrated an improvement over baseline in the maintenance phase. The student’s attitude towards learning however, did not show significant change. The single student classroom setting is ideal for those who need intensive remediation or personalized attention. Acquisition of self- regulation requires a different approach and more time and effort to achieve.
Date Issued
2011
Call Number
LB1050.5 Tay
Date Submitted
2011