Action Research of a Color-Coded, Onset-Rime Decoding Intervention: Examining the Effects with First Grade Students Identified as at Risk

Autor/inn/en	Wall, Candace A.; Rafferty, Lisa A.; Camizzi, Mariya A.; Max, Caroline A.; Van Blargan, David M.
Titel	Action Research of a Color-Coded, Onset-Rime Decoding Intervention: Examining the Effects with First Grade Students Identified as at Risk
Quelle	In: Preventing School Failure, 60 (2016) 1, S.1-9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2014.954513
Schlagwörter	Action Research; Decoding (Reading); Intervention; Elementary School Students; Grade 1; At Risk Students; Reading Difficulties; Reading Instruction; Teaching Methods; Phonics; Remedial Reading; Case Studies; Educational Experiments; Emergent Literacy; Reading Tests; Reading Fluency; Oral Reading; Color; Interrater Reliability; Accuracy; Word Recognition; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Projektforschung; Dekodierung; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseförderung; Case study; Fallstudie; Case Study; Schulversuch; Frühleseunterricht; Lesetest; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Colour; Farbbezeichnung; Farbe; Interrater-Reliabilität; Worterkennung
Abstract	Many students who struggle to obtain the alphabetic principle are at risk for being identified as having a reading disability and would benefit from additional explicit phonics instruction as a remedial measure. In this action research case study, the research team conducted two experiments to investigate the effects of a color-coded, onset-rime, phonics-based intervention on the word reading behaviors of four first-grade students. In each experiment, the research team used a multiple probe across two participants design to investigate the effects of the intervention. The findings suggest that all of the participants' word reading performance on instructed words improved after instruction when compared with baseline performance, and they were able to maintain these gains 2 weeks postinstruction. However, only two of the participants' performance increased postinstruction on their word reading of uninstructed words with the same rime pattern as instructed words. A discussion of the results and suggestions for implementation are included. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01