Strategy Training and Reading Comprehension

Abstract

A remedial strategy training program, conceptualized within the theoretical framework of the simultaneous-successive model of information processing, was investigated with the intent of improving performance on tests of cognitive synthesis and tasks of reading comprehension. A group of 24 learning-disabled children was divided into an experimental and a matched control group. Both groups received fifteen hours of remediation, the experimental group in cognitive strategy training and the control group in remedial reading, in addition to regular classroom reading instruction. Results indicated significantly greater experimental than control group improvement (pre/post) on four tests of cognitive synthesis and on reading comprehension levels.