Effect of Acquisition Rates on Off-Task Behavior of Kindergarten Students While Learning Sight Words

Autor/inn/en	Burns, Matthew K.; Aguilar, Lisa N.; Warmbold-Brann, Kristy; Preast, June L.; Taylor, Crystal N.
Titel	Effect of Acquisition Rates on Off-Task Behavior of Kindergarten Students While Learning Sight Words
Quelle	In: Psychology in the Schools, 58 (2021) 1, S.5-17 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Matthew K.) ORCID (Preast, June L.) ORCID (Taylor, Crystal N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22429
Schlagwörter	Time on Task; Vocabulary Development; Kindergarten; Sight Vocabulary; Beginning Reading; Word Recognition; Student Behavior; Video Technology; Time Factors (Learning); Teaching Methods + Suchen Sie Ihr Suchwort? Zeitaufwand; Wortschatzarbeit; Erstleseunterricht; Worterkennung; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off-task behavior of kindergarten students while participating in a commonly used sight-word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight-word video. Behavior was measured as on- and off-task using momentary time-sampling with 10-s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01