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Author: Elba I. Rohena-Diaz Publisher: ISBN: Category : Children with mental disabilities Languages : en Pages : 358
Book Description
The purpose of this study were to investigate (a) the effectiveness and efficiency of a 4-second time delay instructional package to teach English sight word reading, (b) the differential effects of language of instruction on the percentage of English sight words read in the classroom settings and in the natural setting, and (c) the percentage of incidental information learned during Spanish versus English instruction by four Hispanic (i.e., Puerto Ricans) middle school students with mental retardation. A multiple probe across students with an embedded adapted alternating treatments design was used. Sign words from local grocery and department stores were targeted for instruction. The study began with a baseline condition in which students' performance on 15 sight words targeted for instruction were assessed. During the intervention, sight words were taught using a 4-second time delay instructional package across Spanish and English time delay and no treatment conditions. Incidental information was provided upon correct responding during these instructional sessions. Generalization probes were conducted during baseline and intervention conditions and after the intervention was concluded. The results indicated that the intervention was effective and efficient in teaching English sight word reading to all four students. Additionally, all four students generalized word reading from the classroom to the natural setting and learned most of the incidental information. In general, the effect of language of instruction (i.e., Spanish and English) on sight word reading instruction was comparable.
Author: Elba I. Rohena-Diaz Publisher: ISBN: Category : Children with mental disabilities Languages : en Pages : 358
Book Description
The purpose of this study were to investigate (a) the effectiveness and efficiency of a 4-second time delay instructional package to teach English sight word reading, (b) the differential effects of language of instruction on the percentage of English sight words read in the classroom settings and in the natural setting, and (c) the percentage of incidental information learned during Spanish versus English instruction by four Hispanic (i.e., Puerto Ricans) middle school students with mental retardation. A multiple probe across students with an embedded adapted alternating treatments design was used. Sign words from local grocery and department stores were targeted for instruction. The study began with a baseline condition in which students' performance on 15 sight words targeted for instruction were assessed. During the intervention, sight words were taught using a 4-second time delay instructional package across Spanish and English time delay and no treatment conditions. Incidental information was provided upon correct responding during these instructional sessions. Generalization probes were conducted during baseline and intervention conditions and after the intervention was concluded. The results indicated that the intervention was effective and efficient in teaching English sight word reading to all four students. Additionally, all four students generalized word reading from the classroom to the natural setting and learned most of the incidental information. In general, the effect of language of instruction (i.e., Spanish and English) on sight word reading instruction was comparable.
Author: Samuel L. Odom Publisher: Guilford Press ISBN: 1606232487 Category : Psychology Languages : en Pages : 673
Book Description
This authoritative handbook reviews the breadth of current knowledge about developmental disabilities: neuroscientific and genetic foundations; the impact on health, learning, and behavior; and effective educational and clinical practices. Leading authorities analyze what works in intervening with diverse children and families, from infancy through the school years and the transition to adulthood. Chapters present established and emerging approaches to promoting communication and language abilities, academic skills, positive social relationships, and vocational and independent living skills. Current practices in positive behavior support are discussed, as are strategies for supporting family adaptation and resilience.
Author: Christopher J. Lonigan Publisher: ISBN: Category : Teaching Languages : en Pages : 11
Book Description
The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.
Author: Keith E. Stanovich Publisher: Guilford Press ISBN: 9781572305656 Category : Education Languages : en Pages : 564
Book Description
The last 25 years have seen tremendous advances in the study of psychological processes in reading. Our growing body of knowledge on the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This volume summarizes the gains that have been made in key areas of reading research and provides insights on current controversies and debates. The volume is divided into seven parts, with each part begininning with an introductory chapter presenting findings on the topic at hand, followed by one or more classic papers from the author's research program. Issues covered include phonological processes and context effects in reading, the "reading wars" and how they should be resolved, the meaning of the term "dyslexia," and the cognitive effects and benefits of reading. --From publisher's description.
Author: Linda B. Nilson Publisher: John Wiley & Sons ISBN: 0470612363 Category : Education Languages : en Pages : 401
Book Description
Teaching at Its Best This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more. Praise for the Third Edition of Teaching at Its BestEveryone veterans as well as novices will profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation." Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans!" L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions." Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips
Author: Elba I. Rohena-Diaz
Author: Elba I. Rohena-Diaz
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Author: Patricia L. Thomas
Author: Samuel L. Odom
Author: Christopher J. Lonigan
Author: Keith E. Stanovich
Author: Linda B. Nilson
Author: Faye Ong