Cognitive Behavior Modification of Self-Instruction Strategies by First Graders on Academic Tasks

The purpose of this study was to apply cognitive behavior modification self-instruction to the performance of first graders on six independent reading tasks. Fifty-seven students were randomly assigned within intact reading groups to experimental and control conditions; the subjects in the experimental group were trained by their teachers to develop self-guiding statements to use in task performance. Multivariate analysis of variance (MANOVA) using a two-way nested design yielded a significant overall difference between groups (F = 191.11, p = .0052), followed by significant differences using uirvariate analyses of variance (ANOVAs) on five of the tasks. Concisions were that self-instruction has potential for enhancing application of academic skills through increased skill in problem definition, strategy selection, and the development of planned behavior in first graders.