Abstract
The study examined the differential efficacy, maintenance and generalisation effects of verbal self-instructional (VSI) training on reading disabled children. Type of sub-culture (Tribal Vs. Non-tribal) is crossed with type of cognitive stage (concrete Vs. formal operation) to produce four training groups with 15 subjects per cell. The subjects were trained for 10 weeks and retested for post-test and follow-up data. While VSI training was beneficial to non-tribals and children of formal operational stage, it failed in case of tribals and children of concrete operational stage. VSI effects were maintained over four months time and evidenced clear generalisation effects.
Résumé
Cette recherche concerne l’efficacité, la stabilité et la généralisation des effets d’un entraînement avec auto-instruction verbale (VSI) chez des enfants présentant des difficultés de lecture. Quatre groupes, comportant chacun 15 sujets, ont été constitués à partir du croisement de deux variables à deux modalités: type de communauté (tribale vs non tribale) et développement cognitif (stade concret vs stade formel). Les sujets ont été entrainés pendant dix semaines et soumis à des posttests. L’effet de l’entraînement VSI a été bénéfique au groupe non tribal et aux enfants du stade formel. Quatre mois après l’entramement, les effets de VSI se montrent stables et généralisés.
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Rath, S. Verbal self-instructional training: An examination of its efficacy, maintenance, and generalisation. Eur J Psychol Educ 13, 399–409 (1998). https://doi.org/10.1007/BF03172953
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DOI: https://doi.org/10.1007/BF03172953