Evaluating a Self-Regulated Strategy Development Reading-Comprehension Intervention for Emerging Bilingual Students with Learning Disabilities

Autor/inn/en	Jozwik, Sara L.; Cuenca-Carlino, Yojanna; Mustian, April L.; Douglas, Karen H.
Titel	Evaluating a Self-Regulated Strategy Development Reading-Comprehension Intervention for Emerging Bilingual Students with Learning Disabilities
Quelle	In: Preventing School Failure, 63 (2019) 2, S.121-132 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2018.1523126
Schlagwörter	Learning Strategies; Bilingualism; Academic Language; Reading Comprehension; Academic Achievement; Metacognition; Learning Disabilities; Accuracy; Correlation; Scores; Intervention; Grade 5; Elementary School Students; English Language Learners; Individualized Education Programs; Scoring; Reading Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bilingualismus; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Leseverstehen; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning handicap; Lernbehinderung; Korrelation; School year 05; 5. Schuljahr; Schuljahr 05; Individualized education program; Individualisierendes Lernen; Bewertung; Leseunterricht; Unterrichtserfolg
Abstract	Simultaneous development of academic language and reading comprehension is critical for emerging bilingual students' academic success. With a focus on reading comprehension, this study extends the research on self-regulated strategy development (SRSD) to include emerging bilingual students with learning disabilities. Through a multiple probe across participants design, researchers evaluated effects of instruction on fifth-grade participants' use of reading-comprehension strategies and accuracy with comprehension-question answering. Intervention sessions lasted 32 minutes and met for 61 consecutive school days. Visual analyses indicated level changes and a functional relation between SRSD instruction and scores depicting strategy use and question-answering accuracy. Furthermore, participants reported high satisfaction with the goals, procedures, and outcomes of the intervention. Implications for supporting emerging bilingual students with learning disabilities are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01