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An investigation into the effectiveness of two strategy training approaches on the reading achievement of grade one native Indian children

University of British Columbia

The purpose of the study was to determine whether instruction in specific cognitive strategies, based on an information processing paradigm, could affect the reading achievement of grade one Native Indian children. One type of strategies dealt with simultaneous and sequential processing which have been shown to improve achievement in older children. The other type of strategies dealt directly with development of specific reading strategies. The study was basically an Experimental/Control by Pre/Post design. Three interventions were designed: teaching information processing strategies based on the Luria/Das model of information processing, teaching reading related tasks felt to improve linguistic awareness, a combination of the strategy and linguistic awareness programs. A fourth group was included to control for experimenter effect. All interventions were taught by certified teachers trained by the experimenter. The 36 subjects were taught in small groups for a total of 15 hours over three months. All continued to receive regular reading instruction in their classrooms. No significant group effect was found on the overall reading measure. At both the pre- and post-testings the simultaneous processing scores were significantly higher than the sequential processing scores. No group effects were found on the information processing scores. The results showed a sex difference for information processing

Text

2010-08-09

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http://hdl.handle.net/2429/27230

Special Education

University of British Columbia

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