Literaturnachweis - Detailanzeige
Autor/inn/en | Piasta, Shayne B.; Sawyer, Brook; Justice, Laura M.; O'Connell, Ann A.; Jiang, Hui; Dogucu, Mine; Khan, Kiren S. |
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Titel | Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading |
Quelle | In: Journal of Early Intervention, 42 (2020) 3, S.224-243 (20 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Piasta, Shayne B.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-8151 |
DOI | 10.1177/1053815119883410 |
Schlagwörter | Reading Programs; Reading Strategies; Reading Instruction; Books; Program Effectiveness; Direct Instruction; Phonological Awareness; Vocabulary Development; Language Skills; Literacy; Special Education; Students with Disabilities; Preschool Children Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Book; Buch; Monographie; Monografie; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Wortschatzarbeit; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule |
Abstract | Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers' provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children's language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |