EFFECTS OF A DIRECT INSTRUCTION MAIN IDEA SUMMARIZATION PROGRAM AND SELF‐MONITORING ON READING COMPREHENSION OF MIDDLE SCHOOL STUDENTS WITH LEARNING DISABILITIES

Abstract

We investigated the effects of a direct instruction main idea summarization program and a self‐monitoring technique on the reading comprehension of 4 sixth‐grade students with learning disabilities (3 boys, 1 girl). A multiple‐probe design across students was used. One student in the study served as a control subject and did not receive instruction. Student performance was assessed after the main idea instruction and self ‐‐ monitoring training. In addition, maintenance of word problem solving skills was probed at 16, 10, and 6 weeks following the study for students 1, 2, and 3 respectively. Results indicated the main idea instructional program produced increases in identifying and generating main ideas, with even higher levels of performance following self‐monitoring instruction. Student interviews confirmed the practical usefulness of the strategy in enhancing understanding textual information.