Literaturnachweis - Detailanzeige
Autor/inn/en | Cazzell, Samantha; Browarnik, Brooke; Skinner, Amy; Skinner, Christopher; Cihak, David; Ciancio, Dennis; McCurdy, Merilee; Forbes, Bethany |
---|---|
Titel | Extending Research on a Computer-Based Flashcard Reading Intervention to Postsecondary Students with Intellectual Disabilities |
Quelle | In: School Psychology Forum, 10 (2016) 2, S.191-206 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1938-2243 |
Schlagwörter | Reading Comprehension; Intervention; Postsecondary Education; Intellectual Disability; Instructional Materials; School Psychology; School Psychologists; Reading Instruction; Computer Assisted Instruction; College Students; Intelligence Tests; Cognitive Ability; Adjustment (to Environment); Behavior Rating Scales; Special Education; Wechsler Intelligence Scale for Children; Stanford Binet Intelligence Scale; Vineland Adaptive Behavior Scales Leseverstehen; Post-secondary education; Tertiäre Bildung; Intellect; Disability; Disabilities; Verstand; Behinderung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Leseunterricht; Computer based training; Computerunterstützter Unterricht; Collegestudent; Intelligence test; Intelligenztest; Denkfähigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen |
Abstract | A multiple-baseline across-students design was used to evaluate the effects of a computer-based flashcard reading (CFR) intervention, developed using Microsoft PowerPoint software, on students' ability to read health-related words within 3 seconds. The students were three adults with intellectual disabilities enrolled in a postsecondary college education program. Results support the effectiveness of CFR intervention for enhanced word reading in all students with average learning rates ranging from approximately one word acquired per 1.5 minutes of instruction to one word acquired per 2.5 minutes of instruction. Data collected 1 month after intervention procedures ceased showed that maintenance and generalization (i.e., ability to read words embedded within passages) varied across students, which supported previous findings conducted with younger children and easier words. Discussion focuses on directions for future research and applications to postsecondary education. (As Provided). |
Anmerkungen | National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |