@article{article_1443418, title={The Effectiveness of Think-Read-Ask-Paraphrase Strategy Instruction on the Problem-Solution Text Comprehension of Students with Learning Disabilities}, journal={Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi}, pages={1–21}, year={2025}, author={Arslanoğlu Öser, Aslin and Fazlıoğlu, Yeşim}, keywords={Öğrenme güçlükleri, okuduğunu anlama, strateji öğretimi, kendini düzenleme stratejileri, tek-denekli araştırma modeli}, abstract={Introduction: Reading comprehension is one of the most basic reading skills frequently encountered in academic and social life. Considering the difficulties that individuals with learning disabilities (LD) experience in reading comprehension, it is essential to ensure that these skills are acquired and improved. The objective of the present study is to investigate the effectiveness of the “Think-Read-Ask-Paraphrase” strategy instruction presented with the Self-Regulated Strategy Development (SRSD) model on the problem-solution text comprehension of students with LD.
Method: This study, designed using a multiple-probe design with probe trials across subjects, which is one of the single-subject research designs, was conducted with three students with LD studying in the fourth and fifth grades.
Findings: The research findings demonstrated that the “Think-Read-Ask-Paraphrase” strategy was effective on the subjects’ text recall and short-answer question response performances. Furthermore, the subjects could maintain their achievements in the maintenance sessions conducted two, four, and six weeks after the intervention. Additionally, the subjects could generalize their achievements to a text of the same type written on a different subject. The subjects’ use of cognitive and metacognitive strategies increased. The social validity data showed that the subjects, their teachers, and families found the intervention applicable and effective.
Discussion: The findings agree with the results of similar studies in the literature, which used the “Think-Read-Ask-Paraphrase” strategy presented with the SRSD model. This study found that strategy instruction positively affected the reading comprehension and self-regulated skills of students with LD.}, publisher={Ankara Üniversitesi}