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Peer reviewedMiranda, Ana; Villaescusa, Maria Isabel; Vidal-Abarca, Eduardo – Journal of Learning Disabilities, 1997
This study investigated the need to include explicit attributional retraining in a program designed to teach self-regulation reading comprehension strategies to 60 Spanish children (grades 5-6) with learning disabilities. Regardless of attributional retraining, children improved on measures of cognitive strategies, but their gains were very low on…
Descriptors: Cognitive Ability, Educational Strategies, Foreign Countries, Helplessness
