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Using the Self-Regulated Strategy Development Framework to Teach Reading Comprehension Strategies to Elementary Students with Disabilities

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Abstract

This study examined the effect of the self-regulated strategy development (SRSD) instructional model on the reading comprehension of elementary students with behavior challenges using a multiple-baseline across students design. Students were taught TRAP (Think before reading, Read the paragraph, Ask yourself what the paragraph is mostly about and what is the most important information, and Paraphrase the paragraph; Mason et al. 2012) mnemonic using the six recursive stages of SRSD. A functional relation between the TRAP intervention and student scores on reading comprehension probes were observed. High treatment fidelity and social validity were reported. Limitations, implications for practitioner use, and directions for future research are discussed.

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  1. University of Alabama, Tuscaloosa, AL, USA

    Sara Sanders

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Sanders, S. Using the Self-Regulated Strategy Development Framework to Teach Reading Comprehension Strategies to Elementary Students with Disabilities. Educ. Treat. Child. 43, 57–70 (2020). https://doi.org/10.1007/s43494-020-00009-z

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