Strategy Self-Verbalization During Remedial Listening Comprehension Instruction

Abstract

This experiment investigated the effects of strategy self-verbalization on children’s self-efficacy and listening comprehension. Children with language deficiencies in grades two through four received instruction in listening comprehension. One-half of the children in each grade verbalized explicit strategies prior to applying them to questions. Strategy self-verbalization led to higher self-efficacy across grades, and promoted performance among third and fourth graders, but did not benefit second graders. Future research should apply strategy self-verbalization to other language skills and should explore the effects of covert fading.