Effects of explicit comprehension strategy induction & self-efficacy of use for a middle school student with a learning disability

Mary-Beth R. Boling

Abstract

This case study examined the effects of explicit comprehension strategy instruction for a student with a learning disability and self-efficacy of use. The sample consisted of a sixth grade female student who attends a public charter school, diagnosed with a specific learning disability, needing support with reading and math. The student, working with different genres of test, practiced making connections/predictions, answered questions, worked with main idea and supporting details and cause and effect, using graphic organizers. The Woodcock Reading Mastery Tests (1987), Qualitative Reading Inventory-4 (QRI-4) (2006), and Reading Behavior and Interests Survey provided pre and post-test data. Positive gains were made with retelling, vocabulary comprehension, and increased text complexity with look backs; however, the results of passage comprehension showed a negative regression.