An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders

Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD). One specific SRSD reading strategy is TWA (Think before reading, think While reading, and think After reading), which teaches students to self-monitor and self-evaluate while reading. The purpose of this study was to determine if TWA is effective in increasing reading comprehension of fourth, fifth, and sixth grade students with or at-risk for emotional and behavioral disorders, using a randomized control trial pretest-posttest design. Results suggested no statistical significance between the reading comprehension of the treatment and control group following the intervention. Limitations are discussed and suggestions for future research are presented.

Grantor dc:publisher

Kansas State University

Year dc:date.issued

2018

Author dc:creator

• Sanders, Sara

• Self-regulated strategy development (SRSD)
• Elementary
• Emotional and behavioral disorders (EBD)
• Reading comprehension
• Reading strategy
• Self-regulation

Statement dc:rights

• © the author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/2097/38663

OAI identifier oai:identifier

oai:krex.k-state.edu:2097/38663