Improving Reading Skills of Students with Disabilities Using Headsprout Comprehension

Autor/inn/en	Cullen, Jennifer M.; Alber-Morgan, Sheila R.; Schnell, Senny T.; Wheaton, Joe E.
Titel	Improving Reading Skills of Students with Disabilities Using Headsprout Comprehension
Quelle	In: Remedial and Special Education, 35 (2014) 6, S.356-365 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932514534075
Schlagwörter	Reading Skills; Reading Comprehension; Reading Difficulties; Computer Assisted Instruction; Reading Programs; Disabilities; Learning Disabilities; Emotional Disturbances; Attention Deficit Hyperactivity Disorder; Incidence; Elementary School Students; Feedback (Response); Reading Improvement; Program Effectiveness; Student Motivation; Achievement Tests; Questionnaires; Ohio; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseverstehen; Reading difficulty; Leseschwierigkeit; Computer based training; Computerunterstützter Unterricht; Handicap; Behinderung; Learning handicap; Lernbehinderung; Gefühlsstörung; Vorkommen; Schulische Motivation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fragebogen
Abstract	Reading comprehension is a critical skill for school success. Struggling readers can benefit from computer-assisted instruction that utilizes components of effective instruction (e.g., frequent practice, immediate feedback). The purpose of this study was to examine the effects of Headsprout Comprehension, a computer-assisted reading program, on the reading comprehension of six elementary students with high-incidence disabilities (i.e., learning disabilities, emotional disturbance, and other health impairment--attention deficit hyperactivity disorder (OHI-ADHD). A multiple baseline across participants' design demonstrated that Headsprout Comprehension was functionally related to substantial increases in reading comprehension for all six participants as measured by Ohio Achievement Assessment (OAA) passage comprehension questions and AIMSweb Maze assessments. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10