The Effects of Knowledge of Criterion Task on Comprehension and Recall in Normally Achieving and Learning Disabled Children

In two experiments involving normally achieving and learning-disabled children, we investigated the hypothesis that poor comprehension and recall in learning disabled children might stem from vague perception of the criterion tasks, and that provision of clear knowledge of criterion tasks would enhance their performances. The results substantiated our hypothesis. Children given explicit instruction on knowledge of criterion tasks answered more comprehension questions correctly and recalled more than those not given knowledge of criterion tasks. Additionally, the children articulated their frustrations when they perceived a mismatch between task instructions and subsequent test parameters. Conceptual and educational implications were discussed.