Comparing Two Modes of Teaching a Question-Answering Strategy for Enhancing Reading Comprehension: Didactic and Self-Instructional Training.

Graham, Lorraine; Wong, Bernice Y. L.

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Peer reviewed

ERIC Number: EJ462505

Record Type: Journal

Publication Date: 1993

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Abstractor: N/A

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ISSN: ISSN-0022-2194

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Comparing Two Modes of Teaching a Question-Answering Strategy for Enhancing Reading Comprehension: Didactic and Self-Instructional Training.

Graham, Lorraine; Wong, Bernice Y. L.

Journal of Learning Disabilities, v26 n4 p270-79 Apr 1993

Forty-five average and 45 poor readers (grades 5-6) received either didactic teaching or self-instruction of the "3H" mnemonic reading comprehension strategy relating to text explicitness, text implicitness, or script implicitness, or received no training. Self-instructional training was more effective in enhancing and maintaining students' reading comprehension performance than didactic training or no training. (Author/JDD)

Descriptors: Autoinstructional Aids, Instructional Effectiveness, Intermediate Grades, Learning Strategies, Maintenance, Mnemonics, Reading Comprehension, Reading Difficulties, Self Evaluation (Individuals), Teaching Methods, Verbal Learning

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Author Affiliations: N/A