Can SQ3R Facilitate Secondary Learning Disabled Students' Literal Comprehension of Expository Text? Three Experiments.

McCormick, Sandra; Cooper, John O.

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Peer reviewed

ERIC Number: EJ431052

Record Type: Journal

Publication Date: 1991

Pages: N/A

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ISSN: ISSN-0270-2711

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Can SQ3R Facilitate Secondary Learning Disabled Students' Literal Comprehension of Expository Text? Three Experiments.

McCormick, Sandra; Cooper, John O.

Reading Psychology, v12 n3 p239-71 1991

Investigates the use of the SQ3R (Survey, Question, Read, Recite, Review) study technique using nine secondary level students with specific learning disabilities. Finds that results of three experiments indicated that, even with direct teacher instruction throughout lessons, SQ3R did not produce a robust effect on literal comprehension. (MG)

Descriptors: Instructional Effectiveness, Learning Disabilities, Learning Strategies, Reading Comprehension, Reading Research, Secondary Education, Study Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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