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Peer reviewedGraham, Lorraine; Wong, Bernice Y. L. – Journal of Learning Disabilities, 1993
Forty-five average and 45 poor readers (grades 5-6) received either didactic teaching or self-instruction of the "3H" mnemonic reading comprehension strategy relating to text explicitness, text implicitness, or script implicitness, or received no training. Self-instructional training was more effective in enhancing and maintaining…
Descriptors: Autoinstructional Aids, Instructional Effectiveness, Intermediate Grades, Learning Strategies
