Improving Expository Text Comprehension in Adolescent Spanish-English Bilingual Learners with Learning Disabilities Using a Graphic Organizer

Autor/in	Calvin, Kristie L.
Titel	Improving Expository Text Comprehension in Adolescent Spanish-English Bilingual Learners with Learning Disabilities Using a Graphic Organizer
Quelle	(2022), (114 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-7367-2
Schlagwörter	Hochschulschrift; Dissertation; Instructional Materials; Bilingualism; Spanish; English (Second Language); Second Language Learning; Reading Comprehension; Scores; Reading Tests; Case Studies; Middle School Students; Intervention; Reading Improvement; Learning Disabilities; Instructional Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; Lesetest; Case study; Fallstudie; Case Study; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning handicap; Lernbehinderung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this single case design study was to examine the efficacy of a graphic organizer for improving the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Students included two females and one male student. Using a multiple baseline across participants design, students were taught to create a funnel map graphic organizer for 10 descriptive text passages. Students' performance was assessed on their ability to correctly create the funnel map (criterion variable) and to comprehend the expository passages during baseline, intervention, and maintenance phases. Each participant learned to create an accurate funnel map for descriptive texts within four sessions. Reading comprehension scores began to increase within three intervention sessions for each participant. Results showed the positive effect of using the funnel map to improve reading comprehension of descriptive texts. Individual TAU effect sizes (0.81 to 0.92) and overall TAU-U effect sizes (0.86) and a Between Cases Standardized Mean Difference (BC-SMD) of 1.87 showed the intervention to be highly effective. Based on the effect sizes, the funnel map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01