Causal attributions of hyperactive children: Implications for teaching strategies and self-control.

The combined influence of attribution and self-control training on the short- and long-term maintenance of strategic behavior, impulsivity, and beliefs about self-efficacy was assessed in 77 underachieving, hyperactive children. During 4 sessions, children in a self-control condition received self-management training and instructions in the use of interrogative and clustering rehearsal strategies. Children in a self-control plus attribution condition received the same instructions plus training designed to enhance general and program-specific beliefs about the importance of effort in improving performance. Children in a control condition were given strategy training but received no self-control or attribution instructions. Analysis of short-term treatment effects showed that children who received attribution training used more complex strategies, demonstrated higher personal causality scores endorsing effort, and displayed reduced impulsivity. Ten months following training, children in the self-control plus attribution condition persisted in their use of acquired strategies, maintained beliefs about the importance of effort, and displayed more mature memory knowledge. Severely hyperactive children, who had received the attributional boost, showed decreased hyperactivity in the classroom and improved self-control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of attributional retraining on the career beliefs and career exploration behavior of college students.

Two studies were conducted to evaluate the efficacy of attributional retraining as a career counseling technique for college students. Participants who received the attributional retraining treatment viewed an 8-min videotape designed to foster internal, controllable, and unstable attributions for career decision making. Participants in the control groups viewed a similar videotape that lacked any reference to career-related attributions. Results revealed that participants who received attributional retraining exhibited significant changes in career beliefs and attributional style and engaged in significantly more career exploration behavior than the participants in the control groups. An evaluation of attributional retraining as a career-counseling technique for college students is provided, and ideas for further research are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of strategy training on the identification of the main idea of expository passages.

In this study we tested the relative effectiveness of four methods for teaching remedial reading students how to identify the main idea of expository paragraphs. Through strategy training, students learned strategies for identifying the topic and main idea of paragraphs and metacognitive strategies for checking their main idea hypotheses. Classification training provided students with instruction and practice in classifying words, phrases, and sentences under appropriate topics. These treatments were compared with a condition that combined both classification and strategy training with a practice-only control. The results indicated significant effects of strategy training on students' ability to identify the main idea in paragraphs about training content and in paragraphs about new content. Classification training showed positive effects on paragraphs about training content, but the effect did not transfer to new content. These results suggest that comprehension strategies and metacognitive strategies can effectively improve remedial readers' ability to identify the main idea of expository paragraphs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reciprocal teaching goes to college: Effects for postsecondary students at risk for academic failure.

This study investigated the effects of a structured reading comprehension technique, reciprocal teaching, on postsecondary students at risk for academic failure. The sample comprised 50 at-risk students enrolled in a community college who participated in either the reciprocal teaching or cooperative learning condition. The reciprocal teaching group performed significantly better than the comparison group on reading comprehension and strategy acquisition. There were no differences on perception of study skills. In secondary analyses, poorer readers in the reciprocal teaching condition benefited differentially, outperforming poorer readers in the comparison condition on both reading comprehension and strategy acquisition measures. That a structured reading comprehension strategy for college-age students was effective has implications for the design of remedial courses at 2- and 4-year colleges. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing academic achievement in college students through attributional retraining and instruction.

Attributional retraining is a therapeutic method for reinstating psychological control that may be useful for improving students' achievement in the college classroom. After attributional retraining or no training, internal- and external-locus students observed a videotaped lecture presented by either a low- or a high-expressive instructor in a simulated college classroom. One week later they wrote a test on the lecture and on a homework assignment. Attributional retraining improved external, but not internal, students' performance on both the lecture and homework tests. Expressive instruction also enhanced lecture- and homework-related achievement in external students but not in internal students. These results suggest that cognitive factors influencing students' perceived control (e.g., internal/external locus) must be taken into consideration when remedial interventions for academic achievement are developed. The results are interpreted within a social cognition framework. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of a strategy-based intervention on the comprehension and strategy use of struggling adolescent readers.

This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment–control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction in 6 LSC strategies and 290 students who did not receive intervention instruction. After 1 school year, 6th-grade students who received intervention instruction significantly outperformed students in the control group on a standardized measure of reading comprehension and reported using problem-solving strategies in reading to a greater extent than students in the control group. There were no significant differences between 9th grade intervention and control groups in reading comprehension or strategy use. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reader beliefs and meaning construction in narrative text.

This research examined how transmission and transaction beliefs about reading affect comprehension, engagement, and holistic understanding of narrative text. Transaction beliefs, which emphasize reader-generated meaning, were related positively to the type and number of reader responses as well as to the sophistication of one's holistic interpretation. Transmission beliefs, which emphasize understanding the author's intended meaning, were unrelated to all outcome measures. Transmission and transaction beliefs were unrelated to each other. These findings support the view that transaction beliefs facilitate meaning construction of narrative text, whereas transmission beliefs do not. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imagery training and children's prose learning.

Used a pretest-posttest design to examine the effects of passage-illustration training (relative to a reading-practice control procedure) on reading comprehension in 10 3rd and 22 4th graders. Without this imagery training, imagery instructions did not improve performance on either a standardized reading comprehension test or a paraphrase prose recall procedure. After extended training in drawing adequate "comic strips" to illustrate prose passages, performance in a paraphrase recall task improved, but only when explicit imagery instructions were given with the task. The imagery training did not affect the standardized test performance, explicit imagery instructions notwithstanding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Persistence in children's reading behavior as a function of N length and attribution retraining.

In an investigation using 30 children (Grades 5-7) who were experiencing reading difficulties, procedures involving partial reinforcement and attribution retraining were assessed in terms of their relative effectiveness in developing reading persistence. Two levels of a partial reinforcement variable, termed N length (the number of successive failures prior to success), were factorially combined with the presence or absence of attribution retraining. A 5th condition received success-only training. These manipulations occurred in the context of a reading task presented on 3 successive days. A posttest measure of persistence revealed that the number of difficult sentences attempted by the Ss was increased jointly by both independent variables. However, Ss receiving success-only training or partial reinforcement with nonsuccessive failure (N lengths of 1), without the benefit of attribution retraining, did not show improvement from pretest to posttest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training.

Designed a metacognitive intervention program to remediate the failures of 42 4th-grade boys in using metacognitive skills to aid their reading comprehension. The program consisted of 2 components: story grammar training, designed to increase comprehension monitoring; and attribution training, designed to increase awareness of effort in efficient reading. Ss were assigned to 3 groups: 1 group received both components and the other 2 groups each received one component alone. 14 skilled 4th-grade male readers served as a contrast group. Maintenance was assessed through free and probed recall; generalization was assessed through a metareading test and an error detection and correction task. Results indicate that strategy training produced dramatic gains in comprehension. Only Ss receiving attribution training alone showed poorer performance than skilled readers. Partial support was obtained for generalization on the metareading assessment. It is concluded that strategy training improved poor readers' comprehension by providing them with metacognitive skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A test of the developmental imagery hypothesis in children's associative learning.

Two samples of kindergartners (a total of 125 Ss) were administered a paired-associate learning task at the beginning and end of the school year, under either regular (control) or self-generated visual imagery instructions. Consistent with previous speculations about the relationship between maturation and the efficacy of imagery instructions on this task, age predicted paired-associate learning performance in the imagery condition even when general ability and amount of formal schooling were controlled. In contrast, age was not significantly related to learning in the control condition. Results support the developmental imagery hypothesis. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Increasing reading persistence and altering attributional style of learned helpless children.

28 4th–6th grade learned-helpless children (as determined by the Intellectual Achievement Responsibility Questionnaire and Effort Versus Ability Failure Attribution Scale) assessed as reading below grade level were randomly assigned to 1 of 4 treatments: (a) partial reinforcement with single failure lengths, (b) partial reinforcement with multiple failure lengths, (c) partial reinforcement with multiple failure lengths and indirect attribution retraining, and (d) partial reinforcement with multiple failure lengths and direct attribution retraining. Direct attribution retraining involved covert rehearsal of self-instructional statements. Results indicate significant increases in reading persistence for Ss who had received attribution retraining compared to single failure length controls. In addition, direct attribution retraining was significantly more effective than no attribution retraining in increasing Ss' attributions to effort on the Intellectual Achievement Responsibility Questionnaire. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation of attributional beliefs to memory strategy use in children and adolescents with mental retardation

Attributional beliefs of African American 11- and 17-year-old students with mental retardation were assessed with an open-ended interview and the Students' Perception of Control Questionnaire. Results from the questionnaire indicated that strategy ratings were intercorrelated as were capacity ratings. Yet, the constructs of strategy and capacity were differentiated by both age groups. Beliefs in the importance of internal strategies were positively related to recall and strategy use, and beliefs in the importance of external strategies were negatively related to memory strategy use and recall. Findings suggest that attributional beliefs vary among students with mental retardation and have the potential to either energize or inhibit achievement-related behavior.     

Aging and deficits in associative memory: what is the role of strategy production?

A new method was developed to investigate the degree to which age differences in strategy production mediate age differences in paired-associate recall. Participants were instructed to use imagery or any strategy and were to report the strategy produced for each item. Age similarities in reported strategy production were found for related (Experiment 1) and unrelated (Experiment 2) word pairs: Both age groups (a) reported using effective mediators (imagery and sentence generation) more often than using no mediators and (b) complied with instructions to use imagery. Although individual differences in strategy production were related to differences in recall performance, differential strategy production accounted for little of the age differences evident in associative memory.     

Generative processes in reading comprehension.

In M. C. Wittrock's (1974) generative model of learning with understanding, reading comprehension occurs when readers actively construct meaning for text. Two experiments were conducted with a total of 488 6th graders, in which time to learn was held constant across all treatments. It was predicted and found that the facilitation of generative processes by the insertion of paragraph headings and instructions to generate sentences about story paragraphs during encoding produced the greatest comprehension, followed in turn by instructions to generate sentences, the insertion of paragraph headings, and then by reading the same stories without generative instructions or paragraph headings. The combination of inserted paragraph headings and instructions to generate sentences about paragraphs approximately doubled comprehension and recall in each experiment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers.

The effects of 2 rigorous strategic approaches to reading comprehension for 32 5th-grade students who struggle with reading were investigated. The first approach, TWA (Think before reading, think While reading, think After reading), was taught following explicit self-regulated strategy development instructional procedures (K. R. Harris & S. Graham. 1999). The second approach, reciprocal questioning (RQ), was taught following Cooperative ReQuest procedures developed by A. V. Manzo. U. C. Manzo, and T. H. Estes (2001). Compared with RQ students, TWA students improved significantly (with medium to large effect sizes) on 5 oral reading comprehension measures. There were no significant differences, however, between groups on 3 written comprehension measures, self-efficacy, or motivation. Students were positive about each intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive aids for guiding graph comprehension.

This study sought to improve students' comprehension of scientific graphs by adapting scaffolding techniques used to aid text comprehension. In 3 experiments involving 121 female and 88 male college students, some students were shown cognitive aids prior to viewing 4 geography graphs whereas others were not; all students were then asked to write a summary of the main information in the graphs. Students who received signaling or structural graphic organizers, which are designed to facilitate the cognitive process of organizing, generated more relational statements (e.g., "the deeper the water, the greater the sediment concentration"; d = 0.60 and d = 1.10, respectively) but not more causal statements (e.g., "because the river is picking up sediment from the banks") than did students in control groups; students who received concrete graphic organizers, which are designed to facilitate integration with prior knowledge, generated more causal statements (d = 0.39) but not more relational statements. Combining signaling and concrete graphic organizers resulted in increases in both relational and causal statements (d = 0.76 and 0.93, respectively). Results are consistent with a cognitive model of graph comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individualizing a web-based structure strategy intervention for fifth graders' comprehension of nonfiction.

In the study, we investigated effects of 2 different versions of a web-based tutoring system to provide 5th-grade students with strategy instruction about text structure, which was an intervention to improve reading comprehension. The design feature assessed varied in individualization of instruction (individualized or standard). The more individually tailored version was developed to provide remediation or enrichment lessons matched to the individual needs of each student. Stratified random assignment was used to compare the effects of 2 versions of the 6-month web-based intervention. Students in the individualized condition made greater improvements from pretest to posttest on a standardized reading comprehension test (d = 0.55) than did students in the standard condition (d = 0.30). Students receiving more individualized instruction demonstrated higher mastery achievement goals when working in the lessons than did students receiving the standard instruction (d = 0.53). Students receiving more individualized instruction showed greater improvement in using signaling, better work in lessons, and more positive posttest attitudes toward computers than did students receiving standard instruction. Students in both conditions improved their recall of ideas from texts and their use of the text structure strategy and comparison signaling words. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

The authors define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team designed a year-long integration of reading/language arts and science instruction (Concept-Oriented Reading Instruction, CORI). The authors compared students who received this instruction to similar students who received traditionally organized instruction aimed toward the same objectives. A path analysis showed that CORI had a positive effect on strategy use and text comprehension for students at Grades 3 and 5 when accounting for past achievement and prior knowledge. CORI also had a positive, indirect effect on conceptual knowledge mediated by strategy use, and this instruction facilitated conceptual transfer indirectly through several paths simultaneously. The findings are discussed in relation to a growing literature on instructional contexts for motivated strategy use and conceptual learning from text. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of tasks on integrating information from multiple documents.

The authors examine 2 issues: (a) how students integrate information from multiple scientific documents to describe and explain a physical phenomenon that represents a subset of the information in the documents; and (b) the role of 2 sorts of tasks to achieve this type of integration, either writing an essay on a question requiring integration across texts or answering shorter intratext questions that require students to integrate information within a single text, while superficial and deep comprehension measurements are obtained. Undergraduate students answered 1 of the 2 types of questions, and their reading times were recorded. Half of the sample thought aloud. Results showed that the integration question increased integration and decreased the processing of isolated units of information, which enhanced deep learning, whereas no differences between the 2 sorts of tasks on memory recall were apparent. This research also provides evidence for the discrepancy between training and posttraining effects (R. A. Schmidt & R. A. Bjork, 1992). (PsycINFO Database Record (c) 2010 APA, all rights reserved)