RESOLVING COMPREHENSION FAILURE THROUGH TEXT LOOKBACKS: DIRECT TRAINING AND PRACTICE EFFECTS AMONG GOOD AND POOR COMPREHENDERS IN GRADES SIX AND SEVEN

As part of a research program investigating strategic action to remedy perceived comprehension failures, 11 good comprehenders and 11 poor comprehenders were selected at each of two levels. Working with narrative texts, their spontaneous use of “text lookbacks” (rereading) and response to training and practice were evaluated in a first session. In a second session, one week later, maintenance of effects of training and practice was assessed. Good comprehenders at both grade levels were far more likely than poor comprehenders to use lookbacks on all narratives. Training and practice improved performance for all subject groups, however, and this improved performance was sustained over time. Speculation about successful components of the intervention is offered, and suggestions for future research are provided.