The effects of structured self-monitoring strategy on reading comprehension of elementary students with Learning Disabilities (LD)

Abstract

This study sought to investigate the effect of structured self-monitoring strategy on reading comprehension of elementary students with learning disabilities. The study was a mixed- between group design consisting of control and experimental groups of elementary students with 15 students in each group. The participants ranged in ages from 10 to 12 years old. All participants were identified as having learning disabilities. The independent variable in this study was the structured self-monitoring strategy which acted as the intervention whereas the dependent variable was scores on a comprehension quiz from a given passage. Participants in both groups were given four textbook passages to read then were asked to complete six comprehension questions for each passage. Nevertheless, participants in the control group received no intervention whereas the experimental group were taught the structured self-monitoring strategy while they read the passages. Results were analyzed using mixed within-between Repeated Measure ANOVA. The mean scores for the intervention group showed an improvement in correct reading comprehension questions from the pretest to the posttest. The results suggest that implementing structured self-monitoring strategy for elementary students with identified learning disabilities has a positive effect on reading comprehension.