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An Observational Study of Student Reading Engagement During UFLI Intensive Intervention- [electronic resource]
An Observational Study of Student Reading Engagement During UFLI Intensive Intervention- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101158
- ISBN
- 9798380608473
- DDC
- 371
- 저자명
- Xu, Fang.
- 서명/저자
- An Observational Study of Student Reading Engagement During UFLI Intensive Intervention - [electronic resource]
- 발행사항
- [S.l.]: : University of Florida., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(206 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
- 주기사항
- Advisor: Lane, Holly;Gage, Nicholas.
- 학위논문주기
- Thesis (Ph.D.)--University of Florida, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Measuring reading engagement is critical for monitoring student involvement in academic tasks, as it predicts student reading achievement and further academic success (Anderson et al., 2021; Guthrie et al., 2012). As a multidimensional construct, researchers have employed various methods to assess reading engagement (Gill & Remedios, 2013; Lee et al., 2021). The purpose of the present study was to examine the potential variabilities of student reading engagement categories and factors associated with distraction across four activities in the University of Florida Literacy Institute (UFLI) Intensive tutoring session using a direct observational approach, the Student Reading Engagement Observational Coding System (SREOCS). Twenty videos were randomly selected from 82 intensive tutoring in-person sessions that met the inclusion criteria in a Summer Adventure in Literacy (SAIL) program. The program aims to improve reading competence for students with dyslexia or reading difficulties in first grade through third grade (University of Florida Literacy Institute, [UFLI], 2021). A series of repeated measures within-subject analysis of variance (ANOVA) with Greenhouse-Geisser adjustment were used to examine the main effect of activity types on reading engagement and distraction category, respectively. Subsequently, sets of planned dependent samples t-tests were conducted for specific group comparisons if the main effect was statistically significant.The results suggested students exhibited a high level of reading engagement during UFLI Intensive tutoring, with a low level of disengaged behaviors associated with tutors' instructions, interruptions from the surrounding environment, and other confounding factors. Furthermore, statistically significant differences were found in student initiation and responding to initial requests under the student reading engagement category across four activities. The results from follow-up dependent samples t-tests showed student initiation increased and responding to initial requests decreased significantly in the regular word spelling activity than in the visual drill condition. Additionally, increases in student initiation were also found in the auditory drill and the blending drill conditions compared to the visual drill condition, separately. The implications for future research, professional development opportunities, and practitioners' instructional practices to improve student reading engagement were discussed. Limitations and conclusions were provided at the end of the paper.
- 일반주제명
- Special education.
- 일반주제명
- Reading instruction.
- 키워드
- Dyslexia
- 기타저자
- University of Florida Special Education School Psychology and Early Childhood Studies
- 기본자료저록
- Dissertations Abstracts International. 85-04A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2023 us |||||||||||||||c||eng d■001000016933056
■00520240214101158
■006m o d
■007cr#unu||||||||
■020 ▼a9798380608473
■035 ▼a(MiAaPQ)AAI30524187
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aXu, Fang.
■24513▼aAn Observational Study of Student Reading Engagement During UFLI Intensive Intervention▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Florida. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(206 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-04, Section: A.
■500 ▼aAdvisor: Lane, Holly;Gage, Nicholas.
■5021 ▼aThesis (Ph.D.)--University of Florida, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aMeasuring reading engagement is critical for monitoring student involvement in academic tasks, as it predicts student reading achievement and further academic success (Anderson et al., 2021; Guthrie et al., 2012). As a multidimensional construct, researchers have employed various methods to assess reading engagement (Gill & Remedios, 2013; Lee et al., 2021). The purpose of the present study was to examine the potential variabilities of student reading engagement categories and factors associated with distraction across four activities in the University of Florida Literacy Institute (UFLI) Intensive tutoring session using a direct observational approach, the Student Reading Engagement Observational Coding System (SREOCS). Twenty videos were randomly selected from 82 intensive tutoring in-person sessions that met the inclusion criteria in a Summer Adventure in Literacy (SAIL) program. The program aims to improve reading competence for students with dyslexia or reading difficulties in first grade through third grade (University of Florida Literacy Institute, [UFLI], 2021). A series of repeated measures within-subject analysis of variance (ANOVA) with Greenhouse-Geisser adjustment were used to examine the main effect of activity types on reading engagement and distraction category, respectively. Subsequently, sets of planned dependent samples t-tests were conducted for specific group comparisons if the main effect was statistically significant.The results suggested students exhibited a high level of reading engagement during UFLI Intensive tutoring, with a low level of disengaged behaviors associated with tutors' instructions, interruptions from the surrounding environment, and other confounding factors. Furthermore, statistically significant differences were found in student initiation and responding to initial requests under the student reading engagement category across four activities. The results from follow-up dependent samples t-tests showed student initiation increased and responding to initial requests decreased significantly in the regular word spelling activity than in the visual drill condition. Additionally, increases in student initiation were also found in the auditory drill and the blending drill conditions compared to the visual drill condition, separately. The implications for future research, professional development opportunities, and practitioners' instructional practices to improve student reading engagement were discussed. Limitations and conclusions were provided at the end of the paper.
■590 ▼aSchool code: 0070.
■650 4▼aSpecial education.
■650 4▼aEarly childhood education.
■650 4▼aReading instruction.
■653 ▼aDirect observation
■653 ▼aDyslexia
■653 ▼aEarly literacy intervention
■653 ▼aNatural classroom setting
■653 ▼aReading engagement
■653 ▼aUFLI Intensive tutoring
■690 ▼a0529
■690 ▼a0518
■690 ▼a0535
■71020▼aUniversity of Florida▼bSpecial Education, School Psychology and Early Childhood Studies.
■7730 ▼tDissertations Abstracts International▼g85-04A.
■773 ▼tDissertation Abstract International
■790 ▼a0070
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933056▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
