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| Advances in Reading Instruction for Diverse Learners |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC |
| Chair: Gwendolyn Cartledge (The Ohio State University) |
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| Investigating the Relationship Between Naming Speed and Acquiring Blending Skills among Students with Intellectual Disabilities |
| Domain: Applied Behavior Analysis |
| DAWN H. DAVIS (Georgia State University), Laura D. Fredrick (Georgia State University), Phillip Gagné (Georgia State University), Rebecca E. Waugh (Georgia State University) |
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| Abstract: Students with moderate intellectual disabilities (MoID) typically are not taught decoding skills because they have difficulty mastering critical blending skills. In response to this skill deficit among students with MoID, we developed a prephonics instructional sequence that includes student development of rapid and automatic retrieval of letter-sound correspondences before teaching blending. For each of 19 students with MoID, mastery criterion of letter-sound automaticity phases was determined by their individual naming speed as measured by the Rapid Object Naming (RON) subtest of the Comprehensive Test of Phonological Processing. While conducting this relatively large single-subject study, we found it beneficial to augment traditional visual analysis with growth hierarchical linear modeling (HLM). We will demonstrate that the combined use of these two approaches in analyzing results allows us to: a) explore the effectiveness of our instruction on acquiring blending skills, b) report average incremental blending growth per reading session, and c) examine individual RON rates as a possible explanatory variable if significant variability is found among student's initial baseline status scores and/or growth trajectories within phases. The purpose of identifying explanatory variables is to classify cognitive predictors for students who successfully acquire blending skills. |
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| Examining Reading Instruction for Students with Moderate Intellectual Disabilities using Visual Analysis and Growth Modeling |
| Domain: Applied Behavior Analysis |
| DAWN H. DAVIS (Georgia State University), Phillip Gagné (Georgia State University), Regina Haardörfer (Georgia State University), Rebecca E. Waugh (Georgia State University) |
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| Abstract: Research has demonstrated that literacy instruction for students with moderate intellectual disabilities (MoID) has focused on a sight-word approach. Simultaneous prompting is an errorless learning strategy during which the discriminative stimulus and the controlling prompt are presented simultaneously, and has been shown to be a successful approach in teaching sight-words to students with MoID of various ages. The data to be presented are part of a larger literacy project designed to create an integrated literacy curriculum for students with MoID (IES Grant R324A070144); eleven students, who were diagnosed as moderately intellectually delayed, participated in the sight-word program. A multiple baseline design across instructional groups and embedded in a changing criterion design was implemented. Visual analysis revealed a functional relation between our instruction and sight-word acquisition for all students. Growth hierarchical linear modeling (HLM) analyses revealed significant variability among students at initial baseline probe, the average amount of incremental growth per session within treatment phases, and significant variability among growth trajectories within phases. Emergent literacy skills and level of receptive vocabulary were explored as predictors of initial baseline status and growth rates within phases. |
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| Reducing Reading Risk for Young Urban Learners with Computer Assisted Instruction |
| Domain: Service Delivery |
| GWENDOLYN CARTLEDGE (The Ohio State University), Lenwood Gibson (The Ohio State University), Starr E. Keyes (The Ohio State University), Porsha Robinson (The Ohio State University) |
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| Abstract: The purpose of this study/presentation is to show how computer assisted instruction (CAI) can be used to promote ORF with first-grade urban students. This project used the Read Naturally Software (RNSE), specifically designed to improve the reading abilities of younger or primary-aged students and systematically moves students through a series of practice reading passages until the student reaches a predetermined criterion. RNSE provides an instructional sequence that involves teaching unknown sight words, pre-reading the passage to determine baseline, modeled fluent reading, comprehension check, and reading checkout.
During this presentation the researchers will model each step of the instructional program as noted. The principle focus of this work is to not only to increase reading fluency on instructional passages (phase one) but also to get these increases to generalize to novel passages. To achieve this, (phase two) the researchers increased the reading goals of students based on each student’s previous performance. A multiple-baseline single-subject design was employed with eight urban African American first-grade students to answer the preceding questions. Fluency was assessed on instructional passages and generalization on novel untaught passages. Comprehension was assessed on both sets of passages. Results showed all students increased in ORF and generalized to novel passages. |
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