Literaturnachweis - Detailanzeige
| Autor/inn/en | Alber-Morgan, Sheila R.; Ramp, Ellen Matheson; Anderson, Lara L.; Martin, Christa M. |
|---|---|
| Titel | Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students with Behavior Problems |
| Quelle | In: Journal of Special Education, 41 (2007) 1, S.17-30 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4669 |
| Schlagwörter | Instructional Effectiveness; Middle School Students; Prediction; Behavior Problems; Reading Rate; Reading Fluency; Feedback; Error Correction; Reading Comprehension; Therapy |
| Abstract | This study used a multiple-baseline-across-students design to examine the effects of repeated readings combined with systematic error correction and performance feedback on the reading fluency and comprehension of 4 middle school students attending an outpatient day treatment program for their behavior problems. Additionally, a brief prediction strategy was added to the repeated readings package during the third phase of the study. Results indicated a functional relationship of repeated readings with error correction and performance feedback on increased reading rate for 3 of the 4 students, and decreased errors for all 4 students. Additionally, improvement for both literal and inferential reading was demonstrated by all 4 students. The effects of the prediction component were inconclusive. (Author). |
| Anmerkungen | PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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