The interaction of children's attribution and level of control over error correction in reading instruction

32 learning disabled and slowly developing readers were assigned to reading instruction programs on context cue use differing only in extent of pupil control over determination of errors. Results indicate no main effect for experimental condition. However, a significant interaction was found between pretreatment Locus of Attribution (Intellectual Achievement Responsibility Scale) and Experimental Condition. Ss high in internal control benefited more under a condition in which they were encouraged to determine the correctness of their responses. Conversely, Ss low in internality benefited more from a condition in which the teacher determined the correctness of their responses. The results suggest that individual differences in locus of attribution may be important determinants of the extent to which learning-disabled and slow readers benefit from different approaches to reading instruction. (23 ref)