Abstract
The present study evaluated the effectiveness of a self-regulation package to improve the reading comprehension performance of elementary students. Four fourth-grade male students who were performing in the third quartile of their class on reading comprehension drilss were selected as subjects. The subjects were trained to provide their own instructions, goals, evaluations, and token rewards. These were self-administered without teacher assistance during the regularly scheduled reading drill. An ABAB withdrawal design was used to evaluate the intervention. The intervention was effective in increasing the treated subjects' reading comprehension performance to a level superior to the average performance of their classmates.
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