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The Effects of Goal Setting and Self-Instruction on Learning a Reading Comprehension Strategy: A Study of Students with Learning Disabilities.
Peer reviewed Peer reviewed
Johnson, LeeAnn; And Others – Journal of Learning Disabilities, 1997
This study examined the contributions of instruction in goal setting and self-instruction on the acquisition, maintenance, and generalization of a reading comprehension strategy by 47 students (grades 4-6) with learning disabilities. Results indicate that instruction in goal setting and self-instruction did not augment the comprehension…
Descriptors: Generalization, Goal Orientation, Instructional Effectiveness, Intermediate Grades
The Differential Impact of Academic Self-Regulatory Methods on Academic Achievement among University Students with and without Learning Disabilities.
Peer reviewed Peer reviewed
Ruban, Lilia M.; McCoach, D. Betsy; McGuire, Joan M.; Reis, Sally M. – Journal of Learning Disabilities, 2003
A study involving university students with (n=53) and without (n=417) learning disabilities (LD) found students with LD differed significantly in the relationships between their motivation for and use of standard self-regulated learning and compensation strategies, which provided a differential explanation of academic achievement for students with…
Descriptors: Academic Achievement, College Students, Compensation (Concept), Higher Education