The Effects of Self-Graphing on Oral Reading Fluency for a Student with E/BD within an Alternative Education School

Autor/inn/en	McDaniel, Sara C.; Jolivette, Kristine; Ennis, Robin Parks
Titel	The Effects of Self-Graphing on Oral Reading Fluency for a Student with E/BD within an Alternative Education School
Quelle	In: Journal of the American Academy of Special Education Professionals, (2013), S.69-82 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Reading Fluency; Nontraditional Education; Emotional Disturbances; Behavior Disorders; Student Behavior; Graphs; Intervention; Reading Programs; Special Education; Elementary School Students; Self Contained Classrooms; Likert Scales; Reading Motivation; African American Students; Males; Grade 3; Questionnaires + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Gefühlsstörung; Student behaviour; Schülerverhalten; Grafische Darstellung; Special needs education; Sonderpädagogik; Sonderschulwesen; Likert-Skala; Lesemotivation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; School year 03; 3. Schuljahr; Schuljahr 03; Fragebogen
Abstract	Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom. Despite this, there is a paucity of research on reading interventions for students with E/BD. Recent researchers have demonstrated positive effects when pairing simple interventions to comprehensive reading programs. This study extends the literature base by building upon the tiered supports provided to a student with E/BD in a self-contained alternative education school and evaluating the effects of adding self-graphing before and self-graphing after reading multiple passages on oral reading fluency. Social validity and intrinsic motivation also were assessed with implications for practice and future directions discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01