|Improving Reading and Writing Repertoires in Students With and Without Disabilities|
|Monday, May 26, 2014|
|10:00 AM–10:50 AM |
|W194b (McCormick Place Convention Center)|
|Area: EDC/VRB; Domain: Applied Research|
|Chair: JoAnn Pereira Delgado (Teachers College, Columbia University)|
|Discussant: Caitlin Rasplica (University of Oregon)|
|CE Instructor: JoAnn Pereira Delgado, Ph.D.|
It is critical for students to develop fluent reader and writer repertories. Students with disabilities, English language learners, as well as students from impoverished communities are particularly at risk. Direct Instruction is one evidence-based procedure that has resulted in academic gains for students. In the first paper, the implementation of an Accelerated Independent Learner model coupled with the Direct Instruction Corrective Reading program resulted in educationally and statistically significant outcomes in students in grades 3-5 that were identified as performing below grade level in reading. In the second paper, the participants were students diagnosed with emotional disturbances and autism respectively. The experimenters found that the use of general case instruction resulted the emergence of metaphorical production responses for all participants.
|Keyword(s): Direct Instruction, Metaphors, Reading, Writing|
Effects of the Corrective Reading Program on Reading Skills in an Accelerated Independent Learner Classroom
|JoAnn Pereira Delgado (Teachers College, Columbia University), JENNIFER WEBER (Morris School District and Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences
We tested the effects of the Corrective Reading (CR) program on reading outcomes of students with and without disabilities in grades 3 though 5 who were identified as reading below proficient. Students were selected based on reading scores derived from the New Jersey Assessment of Skills and Knowledge (NJ ASK) & Developmental Reading Assessment (DRA). The students in the CR condition (n=25) were selected from Accelerated Independent Learner (AIL) model classrooms that apply a scientific approach to teaching in a general education setting. Students were provided with 1 or 2 sessions of CR daily for 45 minutes each over the course of 4 months. A comparison group of students (n=25) were selected from other classrooms in the school that did not implement the AIL model. Teachers of students in the comparison group implemented a variety of reading approaches consistent with the school districts curricula. Statistically and educationally significant improvements were found between those students that received the CR program and those in the comparison condition on reading skills. Students that received the CR intervention showed increases in independent reading levels between 1 and 4 levels according to the DRA. Results, limitation and implications are discussed.
|Unblocking Metaphorical Production Responses Using General Case Instruction|
|KATHERINE M. MATTHEWS (The Faison School for Autism), Dolleen-Day Keohane (Nicholls State University)|
|Abstract: We tested the effects of using general case instruction (GCI) on the emergence of untaught metaphors and extended tacts in a multiple probe design across students diagnosed with emotional disabilities. In the baseline phase, participants emitted low levels of extended tacts using an experimental word set, which primarily consisted of cliché phrases and other commonly used metaphors. During the GCI condition however, students were taught to identify and write metaphors and non-metaphors (literal sentences) using an instructional set of word sets. Following GCI, the students emitted significantly more metaphors using the experimental word sets compared to baseline. In a further extension, students diagnosed with ASD were taught to write using technical and esthetic functions, which included metaphorical components. All components were examined in relation to verbal behavior and relational frame theory.|