Three Studies Evaluating a Computer-based Sight-word Reading Intervention System Across Special-needs Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Three Studies Evaluating a Computer-based Sight-word Reading Intervention System Across Special-needs Students PDF full book. Access full book title Three Studies Evaluating a Computer-based Sight-word Reading Intervention System Across Special-needs Students by Jared Scott Yaw. Download full books in PDF and EPUB format.
Author: Jared Scott Yaw Publisher: ISBN: Category : Computer-assisted instruction Languages : en Pages : 117
Book Description
This dissertation includes three studies extending research on a computer-based sight word reading intervention across special needs students. In Study I, a multiple-baseline across behaviors design was used to evaluate automatic sight-word reading in a fourth-grade student with intellectual disabilities. Immediately after the intervention was applied to each of three lists of sight words, the student made rapid gains in her ability to read those words within 2 s. In Study II, an adapted alternating treatment design was used to evaluate the effects of two computer-based flashcard interventions among four elementary students with disabilities. The two interventions were similar; with either 1-s response intervals (i.e., students had 1 s to read the word before they heard it) or 5-s response intervals applied. Instructional time was held constant (3 min per session) across both the 1-s and 5-s procedures; consequently, students completed six learning trials during each 1-Christopher H. Skinners session but only two during each 5-s session. Results showed similar gains in sight-word mastery rates across both the 1-s and 5-s response interval interventions. In Study III, a multi-phase adapted alternating treatment design was used to evaluate the effects of two computer-based flashcard reading interventions among three elementary students with disabilities. Each intervention provided students with either 1-s or 5-s response intervals. Instructional trials were held constant (three trials per word, per session) across both the 1-s and 5-s procedures and results were analyzed using both crude (i.e., sessions) and precise (i.e., seconds) measures of instructional time. Across all three students, analysis of learning per session showed no differences across the 1-s and 5-s words which suggest that learning trials were equally effective. However, when instructional time was measured more precisely all three students showed higher learning rates under the 1-s intervention. These studies extend the research on a computer-based sight-word reading intervention system and provide an extensive framework on how researchers should evaluate interventions in light of learning rates. Discussion focuses on the contextual validity (e.g., sustainability, efficiency) of this computer-based intervention. Additionally, implications related to measuring learning rates, evaluating learning trial quality, re-learning, and assessing maintenance are discussed.
Author: Jared Scott Yaw Publisher: ISBN: Category : Computer-assisted instruction Languages : en Pages : 117
Book Description
This dissertation includes three studies extending research on a computer-based sight word reading intervention across special needs students. In Study I, a multiple-baseline across behaviors design was used to evaluate automatic sight-word reading in a fourth-grade student with intellectual disabilities. Immediately after the intervention was applied to each of three lists of sight words, the student made rapid gains in her ability to read those words within 2 s. In Study II, an adapted alternating treatment design was used to evaluate the effects of two computer-based flashcard interventions among four elementary students with disabilities. The two interventions were similar; with either 1-s response intervals (i.e., students had 1 s to read the word before they heard it) or 5-s response intervals applied. Instructional time was held constant (3 min per session) across both the 1-s and 5-s procedures; consequently, students completed six learning trials during each 1-Christopher H. Skinners session but only two during each 5-s session. Results showed similar gains in sight-word mastery rates across both the 1-s and 5-s response interval interventions. In Study III, a multi-phase adapted alternating treatment design was used to evaluate the effects of two computer-based flashcard reading interventions among three elementary students with disabilities. Each intervention provided students with either 1-s or 5-s response intervals. Instructional trials were held constant (three trials per word, per session) across both the 1-s and 5-s procedures and results were analyzed using both crude (i.e., sessions) and precise (i.e., seconds) measures of instructional time. Across all three students, analysis of learning per session showed no differences across the 1-s and 5-s words which suggest that learning trials were equally effective. However, when instructional time was measured more precisely all three students showed higher learning rates under the 1-s intervention. These studies extend the research on a computer-based sight-word reading intervention system and provide an extensive framework on how researchers should evaluate interventions in light of learning rates. Discussion focuses on the contextual validity (e.g., sustainability, efficiency) of this computer-based intervention. Additionally, implications related to measuring learning rates, evaluating learning trial quality, re-learning, and assessing maintenance are discussed.
Author: Edward J. Daly Publisher: Guilford Publications ISBN: 1462520960 Category : Psychology Languages : en Pages : 265
Book Description
This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a convenient large-size format for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Author: Peter Westwood Publisher: Routledge ISBN: 1317507754 Category : Education Languages : en Pages : 248
Book Description
This fully revised and updated seventh edition of Commonsense Methods for Children with Special Educational Needs continues to offer practical advice on evidence-based teaching methods and intervention strategies for helping children with a wide range of disabilities or difficulties. The advice the author provides is embedded within a clear theoretical context and draws on the latest international research and literature from the field. Coverage includes: learning difficulties and disabilities students with autism spectrum disorders, intellectual disability, physical or health issues, and sensory impairments gifted and talented students developing social skills and self-management behaviour management teaching methods literacy and numeracy curriculum differentiation and adaptive teaching computer-based instruction and e-learning. Peter Westwood also provides additional information and advice on transition from school to employment for students with disabilities, lesson study, e-learning, and computer-aided instruction, and reflects on the important changes made within the latest Diagnostic and Statistical Manual of Mental Disorders (DSM-5).
Author: Peter Westwood Publisher: Routledge ISBN: 1000227200 Category : Education Languages : en Pages : 196
Book Description
This fully revised and updated eighth edition of Peter Westwood’s book offers practical advice and strategies for meeting the challenge of inclusive teaching. Based on the latest international research from the field, it offers practical advice on both new and well-tried evidence-based approaches and strategies for teaching students with a wide range of difficulties. As well as covering special educational needs, learning difficulties, and disabilities in detail, chapters also explore topics such as self-management and autonomy, managing behaviour, and social skills. The book offers sound pedagogical practices and strategies for adapting curriculum content, designing teaching materials, differentiating instruction for mixed-ability classes, and implementing inclusive assessment of learning. Key features of this new edition include: Additional information on linking all aspects of teaching to a Response-to-Intervention Model A focus on the increasing importance of digital technology in supporting the learning of students with special educational needs and disabilities Up-to-date resource lists for each chapter, for those who wish to pursue a particular topic in greater depth Reflecting cutting-edge international research and teaching practices, this is an invaluable resource for practising and trainee teachers, teaching assistants, and other educational professionals looking to support students with special educational needs and disabilities.
Author: Anna Gillingham Publisher: Educators Publishing Service, Incorporated ISBN: 9780838802007 Category : English language Languages : en Pages : 0
Book Description
In this multisensory phonics technique, students first learn the sounds of letters, and the build these letter-sounds into words. Visual, auditory and kinesthetic associations are used to remember the concepts. Training is recommended.
Author: Jared Scott Yaw
Author: Jared Scott Yaw
Author: Edward J. Daly
Author: 
Author: 
Author: 
Author: Peter Westwood
Author: Peter Westwood
Author: Gina Cline
Author: Anna Gillingham
Author: