engleski

Self-monitoring and attribution training with poor readers

The effects of the self-monitoring and attribution training on accuracy and fluency of reading, as well as reading comprehension, and reading attribution of second-grade poor readers were examined. The participants were assigned in three experimental groups and one control group. One experimental group was encouraged for self-monitoring and self-correction by token-economy. The second group was instructed to attribute reading success to effort and ability, and failure to lack of effort. The third experimental group obtained a combination of self-monitoring and attribution training, and the control group practiced reading without feedback. All students showed improvement in reading fluency and comprehension. Self-monitoring training, as well as attribution training and their combination improved reading accuracy. Changes toward more internal attribution were obtained only in the experimental groups with explicit attribution training applied.

Poor Reders; Self-monitoring training; Attribution Training

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