The effect of modifying the cognitive tempo of reading disabled children on reading comprehension |
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| Authors: | Kathy M Learner Charles L Richman |
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| Institution: | Wake Forest University USA |
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| Abstract: | The present investigation was concerned with teaching poor readers to use a reflective cognitive style. It was hypothesized that such a strategy would facilitate the reading ability of poor readers. To test this hypothesis, approximately half the poor readers and half the average readers were divided into experimental and control groups. The experimental group of children was taught to delay their responses and to use more efficient search and scanning techniques. All groups were tested before and after training on the Matching Familiar Figures test and the Gates-MacGinitie Reading Test. Poor readers' vocabulary and comprehension scores and level of reflectivity improved following training. It was concluded that imposing slow reading strategies on impulsive children is an important factor in developing educational programs for children with reading disabilities and that teaching poor readers a reflective cognitive strategy may have important consequences on the child's reading performance. |
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| Keywords: | Requests for reprints should be sent to Charles L Richman Department of Psychology Wake Forest University Winston-Salem NC 27109 |
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