Abstract
Reading interventions focusing on self-determination can effectively improve the academic performance of students with learning disabilities (LD). This study investigated the effects of a multicomponent reading comprehension strategy intervention, which is based on the Self-Determination Learning Model of Instruction (SDLMI), on the use of strategies, reading comprehension levels, SDLMI knowledge, and self-determination skills of students with LD. This empirical study was designed quantitatively using a pretest–posttest control group design, and 42 Turkish students with LD were included. The students were randomly assigned to two study groups and one control group. The results showed that all scores of the group that received the multicomponent reading comprehension strategy intervention based on the SDLMI were significantly higher than those of the other groups in the posttest. The findings showed that integrating SDLMI into a reading comprehension intervention increased its impact. Educators should combine instruction for self-determination and academic skills to improve academic outcomes.
Published Version
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