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
Quelle	In: European Journal of Special Needs Education, 38 (2023) 4, S.511-527 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barwasser, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2127080
Schlagwörter	Students with Disabilities; Learning Disabilities; Emotional Disturbances; Behavior Disorders; Reading Difficulties; Reading Instruction; Program Effectiveness; Peer Teaching; Reading Skills; Learner Engagement; Behavior Problems; Student Behavior; Elementary School Students; Foreign Countries; Educational Games; Grade 3; Grade 4; Germany + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Gefühlsstörung; Reading difficulty; Leseschwierigkeit; Leseunterricht; Peer group teaching; Peer Group Teaching; Reading skill; Lesefertigkeit; Student behaviour; Schülerverhalten; Ausland; Educational game; Lernspiel; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01