TEACHING TEXT COMPREHENSION STRATEGIES TO ADULT POOR READERS

This study demonstrated the benefit of teaching text comprehension strategies to adults who are poor readers. Subjects (n = 90) were students enrolled in adult education programs who earned a score of 90 or above on the Slosson Intelligence Test and a score equivalent to a 3rd-7th grade reading level on the Nelson Denny Reading Test. These subjects were randomly assigned to one of three experimental or two control conditions. Experimental conditions were: self questioning and summarizing instruction (total condition); self questioning instruction only, or summarizing instruction only. Control conditions were: tests and experimental materials without instruction; or tests only. Experimental subjects were instructed in small groups for six 45 minute sessions using an instructional method which features informed self control training and guided learning. Analyses of covariance showed significant differences between the performances of the groups. On one measure, a question task, subjects who self questioned and summarized, and subjects who self questioned, significantly out performed the two controls. On a second measure, a free recall task, subjects who self questioned and summarized significantly outperformed control groups combined. Contrary to expectations, the self questioning and summarizing condition (total condition) did not significantly outperform the other experimental groups.