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The Effects of a Word Box Intervention With a Self-Monitoring Component on Reading Decoding Performance of Students Identified With Specific Learning Disabilities
The Effects of a Word Box Intervention With a Self-Monitoring Component on Reading Decoding Performance of Students Identified With Specific Learning Disabilities
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153105
- ISBN
- 9798384088462
- DDC
- 150
- 서명/저자
- The Effects of a Word Box Intervention With a Self-Monitoring Component on Reading Decoding Performance of Students Identified With Specific Learning Disabilities
- 발행사항
- [Sl] : The Ohio State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 249 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
- 주기사항
- Advisor: Joseph, Laurice.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2024.
- 초록/해제
- 요약The purpose of this study was to examine the effects of a word box intervention with a self-monitoring component on the acquisition, maintenance, and generalization of real words read correctly for students identified with specific learning disabilities (SLD). A single-subject multiple probe experimental design across participants was used with four second-fourth grade students identified with SLD in a Midwestern urban school district. Students? acquisition and maintenance of real words read correctly was measured by the number of real words targeted in intervention read correctly and the number of correct letter-sound correspondences made in those words. Generalization measures involved reading untrained words correctly, correct letter-sound correspondences in those untrained words, and performance reading real words targeted in intervention in the context of decodable text. Maintenance of generalization effects were also examined by measuring untrained real words read correctly and correct letter-sound correspondences in those untrained words after intervention had ended. Visual analysis, percentage of nonoverlapping data, and TAU-U calculations were used to measure intervention effects. Results demonstrate that word box intervention with a self-monitoring component significantly improved the acquisition, maintenance, and generalization of real words read correctly for the four students identified with SLD. This study adds to previous research on explicit, systematic phonics instruction for students identified with SLD. Limitations of the current study, directions for future research, and implications for practitioners are discussed.
- 일반주제명
- Psychology
- 일반주제명
- Education
- 일반주제명
- Disability studies
- 키워드
- Dyslexia
- 키워드
- Word boxes
- 키워드
- Self-monitoring
- 기타저자
- The Ohio State University Educational Studies
- 기본자료저록
- Dissertations Abstracts International. 86-04B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■035 ▼a(MiAaPQ)OhioLINKosu1709676539145217
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aGillespie, Theresa.
■24510▼aThe Effects of a Word Box Intervention With a Self-Monitoring Component on Reading Decoding Performance of Students Identified With Specific Learning Disabilities
■260 ▼a[Sl]▼bThe Ohio State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a249 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-04, Section: B.
■500 ▼aAdvisor: Joseph, Laurice.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2024.
■520 ▼aThe purpose of this study was to examine the effects of a word box intervention with a self-monitoring component on the acquisition, maintenance, and generalization of real words read correctly for students identified with specific learning disabilities (SLD). A single-subject multiple probe experimental design across participants was used with four second-fourth grade students identified with SLD in a Midwestern urban school district. Students? acquisition and maintenance of real words read correctly was measured by the number of real words targeted in intervention read correctly and the number of correct letter-sound correspondences made in those words. Generalization measures involved reading untrained words correctly, correct letter-sound correspondences in those untrained words, and performance reading real words targeted in intervention in the context of decodable text. Maintenance of generalization effects were also examined by measuring untrained real words read correctly and correct letter-sound correspondences in those untrained words after intervention had ended. Visual analysis, percentage of nonoverlapping data, and TAU-U calculations were used to measure intervention effects. Results demonstrate that word box intervention with a self-monitoring component significantly improved the acquisition, maintenance, and generalization of real words read correctly for the four students identified with SLD. This study adds to previous research on explicit, systematic phonics instruction for students identified with SLD. Limitations of the current study, directions for future research, and implications for practitioners are discussed.
■590 ▼aSchool code: 0168.
■650 4▼aPsychology
■650 4▼aEducation
■650 4▼aDisability studies
■653 ▼aSpecific learning disabilities
■653 ▼aDecoding performance
■653 ▼aDyslexia
■653 ▼aWord boxes
■653 ▼aSelf-monitoring
■690 ▼a0621
■690 ▼a0515
■690 ▼a0201
■71020▼aThe Ohio State University▼bEducational Studies.
■7730 ▼tDissertations Abstracts International▼g86-04B.
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164939▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
