Self-management and reading rate improvement

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Abstract

Principles of self-management were incorporated into a reading improvement program that was administered to 204 study skills students. There were 2 self-reinforcement strategies (performance-contingent and improvement-contingent), a monitoring group, and a no-treatment control group. The performance-contingent strategy facilitated greater improvement than either the improvement-contingent or monitoring-only strategies, producing an average increase in reading rate of 35% over the course of treatment, with no significant change in comprehension. All 3 experimental conditions showed significant improvement in rate over the control group. There was no difference in improvement between males and females. Results provide support for the hypothesis that persistent practice is a salient factor in reading improvement. The importance of the form of the self-reinforcement strategy used in self-managed interventions of this type is also highlighted. (10 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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