Bianco, L., & Mccormick, S. (1989). Analysis of Effects of a Reading Study Skill Program

Hilary Childers PSYC 8305 October 31, 2003 Study Skill Program

Reference:

Bianco, L., & McCormick, S. (1989). Analysis of effects of a reading study skill program for high school learning-disabled students. Journal of Educational Research, 82(5), 282- 288.

Academic Problem:

Reading Study Skill – Outlining: title/main topic selection and format, subtopic selection and format, and detail selection and format

This study specifically looking at the effectiveness of an instructional plan for teaching a reading study skill, outlining, to high school aged students with learning disabilities.

Materials:

o Visual Response System (VRS) classroom o Each desk contain an overhead projector o The students respond simultaneously to the teacher’s questions and directions by placing their written answers on slide and transparencies on these projectors o Slides with yes or no printed on them, lined transparencies for writing open-ended responses o The slides and transparencies are also projected onto screens behind each desk for the teacher to see o Students desks contain a feedback unit with a point counter o The teacher’s control console includes an overhead projector, switches to turn the students’ overhead projectors on simultaneously or individually, and switches to administer points

Steps:

1. For a pre and post-test, have students read and outline two-page selections from a history text book during a 20-minute time period. Selections should include a title and three subheadings with three paragraphs following each subheading. Evaluate using a teacher- prepared checklist of outlining skills 2. Provide 30-minutes a day of instruction in one of three categories of outlining: title/main topic selection and format (Category A, 2 days), subtopic selection and format (Category B, 5 days), and detail selection and format (Category C, 3 days) 2

3. Task analysis should be done in order to identify the components of outlining, and specific, sequential steps for each component should be designed for teaching this skill 4. Teacher should present information visually as she states it orally 5. Teacher should present questions or directions to students visually as she states them orally 6. Teacher should present answers to be compared to student responses for use as a reinforcer or for corrective feedback 7. Ask students to respond to teacher directions and questions using their slides and transparencies 8. Use point counters to award points for correct answers 9. Outlining instructional unit consists of 96 steps 10. During 40 of the steps, students should receive information on how to select content and use format 11. The other 56 steps are practice exercises where praise and points are awarded for correct responses 12. Instructional areas covered are listed on the next page 13. After each 30-minute instructional session, have a 20-minute probe over all three categories of outlining

Results:

Subjects’ skills increased as a function of the program and were generally maintained on 4 – and 8 – week follow us tests. Students also increased their performances on tasked used to assess generalization.