Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students.
This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Rea...
| Publicado en: | Behavioral Disorders Vol. 41; no. 4; pp. 241 - 258 |
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| Autores principales: | , , , , |
| Formato: | case study research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Aug2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=118951107&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 118951107 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Aug2016 vid: 41 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 118951107 118951107 118951107 10.17988/bedi-41-04-241-257.1 118951107 ppf: 241 ppct: 17 formats: fmt: @attributes: type: P tig: atl: Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students. aug: au: Council III, Morris R. Cartledge, Gwendolyn Green, DeLayna Barber, Mariah Gardner III, Ralph affil: University of West Georgia sug: subj: Reading Evaluation Students, Elementary Child Behavior Disorders Cultural Diversity Human Case Studies Urban Areas Descriptive Research Models, Theoretical Conceptual Framework Black Persons Female Child Pretest-Posttest Design Questionnaires Language Tests Computer-Assisted Instruction Interrater Reliability Outcomes of Education Social Behavior Funding Source Child: 6-12 years Female ab: This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories intervention utilized culturally relevant reading passages for repeated readings delivered through computer software to increase the reading fluency of the young learners. Single-subject data collection procedures (AB designs) were used to measure student performance in reading and behavior during the intervention. Reading and behavioral outcomes improved following implementation of the intervention for all three participants. The benefits of systematic, intensive, and culturally relevant intervention to reduce risk in beginning learners are discussed. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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