A Comparative Effectiveness Study of Summarization versus Skim/Scan Strategies on the Reading Achievement of Seventh-Grade Students with Mild Disabilities

Autor/in	Edmonds-Behrend, Christina R.
Titel	A Comparative Effectiveness Study of Summarization versus Skim/Scan Strategies on the Reading Achievement of Seventh-Grade Students with Mild Disabilities
Quelle	(2009), (220 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Illinois State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-5505-6
Schlagwörter	Hochschulschrift; Dissertation; Intervention; General Education; Mild Disabilities; Reading Achievement; Reading Strategies; Program Effectiveness; Statistical Significance; Special Education Teachers; Grade 7; Curriculum Based Assessment; Evaluation; Questionnaires; Statistical Analysis; Direct Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Allgemein bildendes Schulwesen; Allgemeinbildung; Leseleistung; Reading strategy; Leselernstufe; Lesetechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; Evaluierung; Fragebogen; Statistische Analyse; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	Fourteen students with mild, high incidence disabilities were participants in a study that evaluated the comparative effects of the direct instruction of two reading strategies. Students had a mean age of 12.5 years and were included within two seventh grade general education classrooms with support from a special education teacher. The intervention occurred in small, pull-out groups across 12 weeks. Prior to the intervention, three comprehension and fluency passages were completed by the students as pre-intervention curriculum-based assessments (CBA). Direct instruction of reading strategies occurred during weekly library time. Strategy instruction included summarizing and skimming/scanning, with comprehension evaluations conducted after each instructional period. Additional strategy performance probes were conducted on a 2-week basis to determine the effectiveness of instruction. Immediately following the intervention, the same three comprehension and fluency assessments were conducted (CBA). Additional information was gathered through pre- and postintervention questionnaires completed by the participants, their parents, and the general education classroom teachers. Results indicated limited statistical significance in pre/post fluency accuracy and comprehension levels; however, the number of words read correctly per minute did increase. A repeated measures analysis of variance (ANOVA) revealed both strategies interventions affected the students' comprehension achievement over time, more so for the skim/scan than for the summarization strategy. Student, teacher, and parent participants perceived the intervention to be effective, in that strategies were perceived as being utilized more often. Student participants continued to question their ability to answer questions on passages read for school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10