Increasing reading comprehension and recall in learning disabled students through cognitive behavior modification and mapping
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Abstract
The purpose of this study was to determine whether mapping with Cognitive Behavior Modification would produce superior performance to mapping without Cognitive Behavior Modification. Forty-seven learning disabled students, twenty-seven eighth graders and twenty seventh graders, from three school districts comprised the sample population. Randomized Groups , Pretest - Posttest Design with two experimental groups and one control group without intervention was employed. The independent variable was test scores on the California Achievement Test, Form D, 1977 edition to measure reading comprehension and the California Reading Test, Form Y, 1957 edition to measure delayed recall . Students were instructed by the investigator in fifteen daily sessions, each twenty minutes in length. Groups did not differ significantly in either reading or delayed recall at posttest when IQ and prereading scores served as covariates in the analysis of covariance. Gain score analysis showed mapping with Cognitive Behavior Modification to be superior at the . 05 level of significance to mapping without Cognitive Behavior Modification on the vocabulary subtest. Analysis of adjusted mean scores of the dependent measures revealed trends in the direction of the hypothesized prediction; that is, Cognitive Behavior Modification with mapping resulted in higher comprehension and recall scores than Cognitive Behavior Modification without mapping.
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Dissertation (Ed.D.)--Boston University
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