Teaching reading to students with learning disabilities: Effects of combined iPad-assisted and peer-assisted instruction on oral reading fluency performance.
Students with reading learning disabilities (RLDs) often face struggles in acquiring basic reading abilities, including oral reading fluency. The current study builds on previous work that compared peer-assisted instruction (PAI) to iPad-assisted instruction (IAI) on oral reading fluency, which led...
| Publicado en: | Assistive Technology Vol. 32; no. 6; pp. 317 - 325 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
2020
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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=146972072&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 146972072 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10400435 YVP jtl: Assistive Technology issn: 10400435 maglogo: Y pubinfo: dt: 2020 vid: 32 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 146972072 146972072 146972072 10.1080/10400435.2018.1559896 146972072 ppf: 317 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Teaching reading to students with learning disabilities: Effects of combined iPad-assisted and peer-assisted instruction on oral reading fluency performance. aug: au: Mize, Min Bryant, Diane P. Bryant, Brian R. affil: Department of Curriculum and Pedagogy, Richard W. Riley College of Education, Winthrop University, Rock Hill, South Carolina, USA sug: subj: Learning Disorders Students with Disabilities Education Reading Education Computers, Hand-Held Teaching Methods Outcomes of Education Human Students, Elementary Male Female Child Qualitative Studies Descriptive Statistics Confidence Intervals Scales Child: 6-12 years Male Female ab: Students with reading learning disabilities (RLDs) often face struggles in acquiring basic reading abilities, including oral reading fluency. The current study builds on previous work that compared peer-assisted instruction (PAI) to iPad-assisted instruction (IAI) on oral reading fluency, which led to the conclusion that a combined approach may be more effective than either approach alone. A multiple baseline design was used to examine the effectiveness of a combined PAI and IAI approach on oral reading fluency of four 5th grade students with RLD. Overall, there were moderate and positive experimental effects on oral reading fluency. Student gains were similar to expectations for typically achieving students from winter to spring. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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