Using Flashcard Drill Methods and Self-Graphing Procedures to Improve the Reading Performance of English Language Learners

Autor/inn/en	Albers, Craig A.; Hoffman, Alicia
Titel	Using Flashcard Drill Methods and Self-Graphing Procedures to Improve the Reading Performance of English Language Learners
Quelle	In: Journal of Applied School Psychology, 28 (2012) 4, S.367-388 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2012.731365
Schlagwörter	Reading Achievement; Intervention; Second Language Learning; Sight Vocabulary; Reading Comprehension; Reading Fluency; School Psychologists; Curriculum Based Assessment; English Language Learners; Teaching Methods; Instructional Materials; Grade 3; Elementary School Students; English (Second Language); Spanish Speaking; Drills (Practice) + Suchen Sie Ihr Suchwort? Leseleistung; Zweitsprachenerwerb; Leseverstehen; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; School year 03; 3. Schuljahr; Schuljahr 03; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The increasing numbers of English language learners who are enrolled in schools across the nation, combined with the escalating academic demands placed on all students, warrant the evaluation of instructional strategies designed to improve English language learners' reading performance. In this study, the authors used a multiple baseline design across individuals to examine the effects of an intervention that combined (a) a vocabulary folding-in technique and (b) self-graphing procedures on the reading performance of 3 third-grade Spanish-speaking English language learners. Curriculum-based measurement oral reading fluency and reading comprehension probes were implemented to monitor the students' reading progress. Results indicated that the combined intervention improved the participants' reading performance as measured by vocabulary sight words, reading fluency, and reading comprehension tasks. Implications of this research, including how school psychologists can use interventions such as these to serve as interventionists, are discussed. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10