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Autor/inn/en | Barwasser, Anne; Dufrene, Brad A.; Schmitz, Sophia; Nobel, Kerstin; Spilles, Markus; Grünke, Matthias |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |