Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities

Autor/inn/en	Boardman, Alison G.; Buckley, Pamela; Vaughn, Sharon; Roberts, Gregory; Scornavacco, Karla; Klingner, Janette K.
Titel	Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities
Quelle	In: Journal of Learning Disabilities, 49 (2016) 6, S.644-657 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219416640784
Schlagwörter	Reading Strategies; Outcomes of Education; Moderate Intellectual Disability; Fidelity; Program Implementation; Language Arts; Reading Instruction; Middle School Students; Social Studies; Science Instruction; Special Education; Multivariate Analysis; Reading Comprehension; Intervention; Educational Strategies; Randomized Controlled Trials; Grade 8; Grade 7; Grade 6; Reading Tests; Pretests Posttests; Cooperative Learning; Adolescents; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Lernleistung; Schulerfolg; Sprachkultur; Leseunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gemeinschaftskunde; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Multivariate Analyse; Leseverstehen; Lehrstrategie; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; School year 06; 6. Schuljahr; Schuljahr 06; Lesetest; Kooperatives Lernen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	This study examines the interaction between the fidelity of implementation of a set of research-based strategies--Collaborative Strategic Reading (CSR)--and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social studies and science classrooms (Study 2). The authors use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. Although there were no main effects for quality or amount of CSR instruction, in both studies there was an interaction effect between quality of implementation and special education status. The study used a within-groups design and multilevel analyses, and the results demonstrate that higher quality CSR instruction was associated with higher reading outcomes for students with disabilities. This finding was consistent across Study 1 and Study 2. Implications for practice and future research are discussed. (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	2020/1/01