Training Low Progress Readers to Use Contextual Cues: generalised effects on comprehension, oral accuracy and rate

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Abstract
A Cloze procedure was used in combination with training in problem solving difficulties encountered in texts to increase three nine‐year‐old problem readers’ attention to syntactic and semantic cues. The multiple‐baseline across subjects design showed that this package increased readers’ attention to cues on Cloze exercises. Classroom performance on comprehension exercises also improved and tested Reading Ages increased by several months over the seven week experimental period. Results are discussed in terms of the usefulness of the exercises for developing attention to context and the importance of training in problem‐solving skills to facilitate generalisation.