|
| Its Not Just About Who, What, When, Where, and Why: Improving Students' Reading Comprehension Skills |
| Saturday, May 27, 2017 |
| 5:00 PM–5:50 PM |
| Convention Center 405 |
| Area: EDC |
| Instruction Level: Basic |
| Chair: Angelika Anderson (Monash University) |
| |
| The Effects of Prompt-Fading a Self-Questioning Strategy on Learners' Reading Comprehension Subskills |
| Domain: Applied Research |
| GLEIDES LOPES RIZZI (State University of New York at New Paltz) |
| |
| Abstract: This study is a systematic replication of the research by Crabtree et al. (2010), and Rouse et al. (2014) in which self-questioning was used with high school and fifth grade students, respectively. This study extended the research of Crabtree et al. and Rouse et al. by investigating the effects of prompt fading a self-questioning strategy on at-risk third grade learners’ reading comprehension subskills as delineated by the Common Core State Standards (CCSS). This investigation sought to answer the following research questions (a) What are the effects of self-questioning on each of the seven CCSS reading comprehension subskills? (b) What is the extent to which performance maintain over a period of 15 and 30 days? (c) What are participants’ attitudes towards self-questioning strategies? (d) What are the generality effects to this strategy with passages from another academic discipline? Visual inspection depicted that prompt-fading a self-questioning strategy was highly. Generalization data collected through the experiment yielded high participant performance across disciplines, and maintenance over 15 and 30 days. |
| |
Behavior Skills Training of Reading Comprehension to a Child With Autism Spectrum Disorder |
| Domain: Applied Research |
| ANGELIKA ANDERSON (Monash University), Binita Singh (Monash University), Dennis W. Moore (Monash University), Brett Edward Furlonger (Monash University) |
| |
| Abstract: Reading is an important academic skill beyond decoding and word recognition skills. Many individuals with Autism Spectrum Disorder (ASD) have difficulties with reading comprehension even if they have adequate decoding skills. A multiple probe design across skills was used to examine the effects of Behavior Skills Training (BST) in teaching four reading comprehension skills (Predicting, Questioning, Clarifying, and Summarizing) to elementary students with ASD. Following baseline, BST was used to teach students each skill to criterion. Maintenance data was gathered and follow-up probes taken two weeks post-intervention. At each session, after reading a short passage, data was also collected on the accuracy of oral responses to 10 comprehension questions. Pre and post intervention measures on a standardized reading comprehension test were also obtained. BST was associated with clear gains in the participants performance on each comprehension skill, along with concomitant gains in reading comprehension on both the daily probes and standardized measure. The results support the use of BST to teach specific reading comprehensions skills to improve reading comprehension in individuals with ASD. |
| |
|
| |