Examining The Contribution Of Learning And Study Strategies On Reading Comprehension In Secondary Students With Dyslexia
Author(s)Gelbar, Nicholas W
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AbstractResearch from postsecondary and adult samples indicates that some individuals with dyslexia are able to develop age-appropriate reading comprehension and academic achievement skills and utilize a different pattern of self-regulated learning strategies than individuals without dyslexia. Few studies have examined the role of self-regulated learning strategies as a compensatory mechanism for secondary student students with dyslexia. This pilot study utilized hierarchical linear regression to examine the role of self-regulated learning strategies as a predictor of reading comprehension after controlling for oral reading fluency and cognitive ability by utilizing a sample of 51 secondary students from an independent school that serves individuals with learning disabilities or ADHD. The results of this pilot study indicate that self-regulated learning strategies do not predict reading comprehension over and above oral reading fluency and cognitive ability. However, the results demonstrate that 57% of these secondary students with dyslexia in this independent school are able to achieve age-appropriate reading comprehension scores. Limitations to the sample size, sampling procedures, and instrumentation are important to consider when interpreting the results of this study.