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Problem-Solving Instruction as an Oral Comprehension Aid for Reading Disabled Third Graders

The intent of the study was to determine the effects of Cognitive Monitoring (CM), Creative Problem Solving (CPS), and Combination (CM and CPS) instructional programs on reading disabled third-graders oral comprehension as measured by performance on the Boehm Test of Basic Concepts (BTBC). The BTBC was administered in groups of ten subjects and also individually. Subjects were one-hundred third-graders, identified as reading one and one-half years below grade level expectancy within average range intelligence. Subjects were randomly assigned to one of four conditions: CM, CPS, Combination, or Control. Treatment lasted for ten consecutive school days for a total of five hours. Criterion group means on the BTBC were subjected to a one-way Analysis of Variance. Treatment effects were found for measures of Form A, BTBC (group administration) and Form B, BTBC, (individual administration).