Reading racetrack and self-graphing on reading and behavior of struggling readers with emotional behavioral disorders and learning disabilities.

Autor/inn/en	Barwasser, Anne; Dufrene, Brad A.; Schmitz, Sophia; Nobel, Kerstin; Spilles, Markus; Grünke, Matthias
Titel	Reading racetrack and self-graphing on reading and behavior of struggling readers with emotional behavioral disorders and learning disabilities. Gefälligkeitsübersetzung: Lese-Rennbahn und Selbsteinschätzung der Leseleistung und des Verhaltens von Lesenden mit emotionalen Verhaltensstörungen und Lernschwierigkeiten.
Quelle	In: European journal of special needs education, 38 (2023) 4, S. 511-527Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0885-6257; 1469-591X
DOI	10.1080/08856257.2022.2127080
Schlagwörter	Emotion; Selbstbeobachtung; Grundschule; Schüler; Verhaltensauffälligkeit; Lehrmethode; Förderunterricht; Leseschwäche; Lesefertigkeit; Leseunterricht; Grafische Darstellung; Regulation
Abstract	Reading is a fundamental academic skill and influences numerous outcomes throughout lifespan. Unfortunately, many German students struggle with basic reading. Specifically, students with Learning Disabilities (LD) and Emotional Behavioural Disorders (EBD) encounter major hurdles. Consequently, insufficient reading achievement and concomitant behavioural problems diminish motivation to learn. Therefore, a multiple baseline design was used to evaluate the effects of a peer-mediated Reading Racetrack intervention with and without self-graphing on word reading, academically engaged behaviour (AEB), and disruptive behaviour (DB) of primary-school students with LD and EBD (n = 7). The procedure took place three times per week for 25 minutes over a six-week period. As a result, all students increased in reading when Racetracks without Self-Graphing was implemented, without further increases when adding Self-Graphing. There was no intervention effect on AEB in the regression analysis across phases - however, Racetracks with and without Self-Graphing showed significant effects on DB each. Moreover, students rated the intervention positively. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1