This study used a multiple baseline across participants design to examine the effects of self-monitoring and active responding on the reading comprehension of three high school seniors with learning disabilities and significant a�ention problems. The self-monitoring intervention required the participants to read a story and stop reading at three pre-determined places in the text. At each stopping point, the participants used a form to record the answers to five questions focusing on narrative story elements (e.g., Who are the main characters? What is the se�ing?). Reading comprehension was measured by (a) number of story facts the participants were able to recall and (b) number of correct responses on a 10-item reading comprehension quiz. Findings demonstrated a functional relation between the self-monitoring intervention and reading comprehension performance.
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