ABRACADABRA Literacy Instruction for Children with Down Syndrome via Telepractice during COVID-19: A Pilot Study

Autor/inn/en	Murphy, Annemarie; Bailey, Benjamin; Arciuli, Joanne
Titel	ABRACADABRA Literacy Instruction for Children with Down Syndrome via Telepractice during COVID-19: A Pilot Study
Quelle	In: British Journal of Educational Psychology, 93 (2023) 1, S.333-352 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Annemarie) ORCID (Bailey, Benjamin) ORCID (Arciuli, Joanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12558
Schlagwörter	Literacy Education; Down Syndrome; Electronic Learning; COVID-19; Pandemics; Allied Health Personnel; Special Education Teachers; Educational Technology; Elementary School Students; Instructional Effectiveness; Reading Aloud to Others; Parent Participation + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Unterrichtserfolg; Elternmitwirkung
Abstract	Background: COVID-19 has resulted in some educators and allied health practitioners transitioning to online delivery of literacy instruction. As far as we are aware, no studies have investigated online delivery of comprehensive literacy instruction for children with Down syndrome. Aims: In this pilot study, we explore the efficacy of online delivery of ABRACADABRA (a free literacy web application) for children with Down syndrome, alongside supplementary parent-led shared book reading, during the COVID-19 pandemic. Sample: Six children with Down syndrome, aged 8-12 years, participated in this within-participants design study. Methods: Participants acted as their own controls with outcome variables measured at three timepoints: baseline, pre-instruction and post-instruction. Children participated in 16-18 hrs of one-to-one literacy instruction online over a 6-week instruction phase, along with twice weekly parent-led shared book reading activities. Results: Outcomes from standardized assessments revealed statistically significant improvements in word- and passage-level reading accuracy skills over the instruction phase (pre-instruction to post-instruction) compared with the no-instruction control phase (baseline to pre-instruction). Improvements in reading comprehension skills were inconsistent across assessment measures and statistical analyses. Conclusion: Children with Down syndrome can benefit from comprehensive literacy instruction delivered via telepractice. Our study provides critical initial evidence of successful service delivery during a global pandemic and beyond. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01