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Autor/inn/en | Burns, Matthew K.; Aguilar, Lisa N.; Warmbold-Brann, Kristy; Preast, June L.; Taylor, Crystal N. |
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Titel | Effect of Acquisition Rates on Off-Task Behavior of Kindergarten Students While Learning Sight Words |
Quelle | In: Psychology in the Schools, 58 (2021) 1, S.5-17 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Burns, Matthew K.) ORCID (Preast, June L.) ORCID (Taylor, Crystal N.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
DOI | 10.1002/pits.22429 |
Schlagwörter | Time on Task; Vocabulary Development; Kindergarten; Sight Vocabulary; Beginning Reading; Word Recognition; Student Behavior; Video Technology; Time Factors (Learning); Teaching Methods |
Abstract | Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off-task behavior of kindergarten students while participating in a commonly used sight-word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight-word video. Behavior was measured as on- and off-task using momentary time-sampling with 10-s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed. (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 |