2023 Volume 71 Issue 3 Pages 237-252
The effectiveness of lesson induction, a learning strategy in which learners draw lessons after solving problems, has been demonstrated. However, few intervention studies have been published, even though the necessity of an intervention has been suggested. This is especially true in the area of reading comprehension. The present case study of a student who received cognitive counseling reports the student's difficulties in mastering lesson induction and suggests an intervention to deal with such difficulties. The participant was a fourth-grade girl who had difficulty in inferring characters' feelings and summarizing descriptions of narrative texts she had read. She had not induced lessons such as reading or problem solving strategies. In 10 study consultations with a counselor, she was encouraged to solve problems using the lessons induced through interactions with the counselor, and was supported when using lesson induction as a learning strategy by herself. After this intervention, she became aware of lesson induction as a learning strategy. Improvements were observed in her motivation and beliefs about learning. The discussion presents key points of the intervention that may have promoted her lesson induction in reading comprehension, and describes some unresolved issues relating to this case study.
