Literaturnachweis - Detailanzeige
| Autor/inn/en | Barwasser, Anne; Nobel, Kerstin; Grünke, Matthias |
|---|---|
| Titel | Peer-Reading Racetracks for Word Reading of Low-Achieving Graduating Students with Learning Disabilities and Behavioural Problems |
| Quelle | In: British Journal of Special Education, 49 (2022) 2, S.276-298 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Barwasser, Anne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0952-3383 |
| DOI | 10.1111/1467-8578.12407 |
| Schlagwörter | Coaching (Performance); Peer Teaching; Low Achievement; Behavior Problems; Learning Disabilities; Early Intervention; Reading Skills; Sight Vocabulary; High School Students; Reading Motivation; Reading Instruction; Word Recognition |
| Abstract | The number of students with reading difficulties is increasing and reading motivation is decreasing. Although serious reading problems can still persist during secondary education, most reading instruction happens in primary schools. In particular, students with learning disabilities and externalising behavioural problems are confronted with hurdles in reading literacy that need to be overcome. For this reason, this study focused on a simple reading intervention to promote sight vocabulary in 10th grade readers with learning disabilities and behavioural problems. A peer-tutored motivational reading racetrack intervention was implemented three times a week over a five-week period through a multiple baseline design across participants in three small groups. The results indicate that the combined intervention is an appropriate method to help students, even those in a graduating class, to improve their sight words in a short period of time, and thus provide them with important reading skills. (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 |
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