Interaction of Internal Attribution for Effort and Teacher Response Mode in Reading Instruction: A Replication Note

Forty-seven learning disabled and low readers in 12 reading groups were assigned to reading instruction programs on context cue use differing only in extent of student control over determination of errors. Analyses conducted with individuals and reading groups as the units of analysis indicated significant interactions between pretreatment locus of attribution for effort and treatment. Both individual students and reading groups initially high in internality benefited more from an instructional condition in which they were encouraged to determine the correctness of their responses. Conversely, individuals and reading groups initially low in internality benefited more from a condition in which the teacher determined response correctness. The findings generally replicate previous aptitude by treatment interaction results with learning disabled and slowly developing readers.