The effect of response modality on reading comprehension outcomes with the SRSD instructional approach for a youth in a residential treatment facility

Abstract

The current study evaluated the use of the self-regulated strategy development (SRSD) instructional approach to teach the TRAP mnemonic (Think before reading, Read a paragraph, Ask what is the main idea/important details, Paraphrase the paragraph) and its impact on youth reading comprehension performance. The TRAP mnemonic was taught to an adolescent female served in a residential treatment facility. An alternating treatment design was used to evaluate reading comprehension performance across oral retell, written retell, and written retell with word processor modalities. Social validity, treatment fidelity, and youth motivation scores are presented with limitations and areas for future research discussed.