Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)


This study was conducted to investigate the hypothesis that learning disabled children with reading deficits demonstrate a "production deficiency" by failing to spontaneously employ appropriate cognitive strategies in reading situations. Moreover, it was anticipated that providing them with explicit instruction regarding these strategies would improve their comprehension. Thirty learning disabled seventh- and eighth-grade students were randomly assigned to one of three training conditions: (a) summarization, (b) self-questioning, and (c) control. The effectiveness of the training strategies was assessed by having students write an 80-word summary and answer a 10-item multiple choice comprehension test on each of two passages during three times of testing (i.e., pretest, posttest, and delayed posttest). Results indicated that neither instructional condition facilitated learning disabled readers' recall or comprehension of the texts. Possible reasons for the absence of significant results and future research implications are discussed.