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| #94 Poster Session – EDC |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 117. Using Stimulus Equivalence Procedures to Teach Geographic Relations |
| Area: EDC; Domain: Applied Research |
| GLEN L. MCCULLER (Stephen F. Austin State University), Carol Harrison (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin State University), Christen Creel (Stephen F. Austin State University) |
| Abstract: While much of the research on stimulus equivalence procedures focuses on relating arbitrary stimuli, these procedures are proving effective in establishing functional relations. Examples of established functional relations include coin equivalences (McDonagh, McIlvane, & Stoddard, 1984), fraction-decimal relations (Lynch & Cuvo, 1995), English-Spanish word equivalences (Joyce & Joyce, 1993) and picture orientation skills (McCuller, Lignugaris/Kraft, & Exum, 1989). The effectiveness and efficiency of stimulus equivalence procedures have implications for curriculum development and classroom use in many areas. This poster presents data on the use of stimulus equivalence procedures to teach geographic relations to five preschool children. In response to state names, children were taught to select cutouts of states (A->B), and in response to cutouts, children were taught to select the correct printed state name (B->C). Subsequently, children were assessed for the symmetrical (B->A, C->B) and transitive (A->C, C->A) relations. Additionally, an assessment was conducted on the child's generalization of learning states in isolation to state identification from a map including all states. Discussion will focus on the implications of this and other stimulus equivalence research on educational methodology and curriculum development. |
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| 118. Practicing School Consultants can Empirically Validate Interventions: A Description and Demonstration of the Non-Concurrent Multiple-Baseline Design |
| Area: EDC; Domain: Applied Research |
| JANET BETH WINN (University of Tennessee, Knoxville), Jessica D. Allin (University of Tennessee, Knoxville), James Hawkins (University of Tennessee, Knoxville), Christopher Skinner (University of Tennessee, Knoxville) |
| Abstract: Behavioral consultants are working in schools to assist with the development and implementation of interventions designed to prevent and remedy problems. These consultants collect baseline and intervention phase data, which limits a practitioner’s ability to control for threats to internal validity. The current paper describes and demonstrates how behavioral consultants use the non-concurrent multiple-baseline design to synthesize their BC data and control for internal validity threats. Three teachers, from different elementary schools, each referred a student for behavioral consultation. In each case, the target problem was insufficient journal writing and the teacher and consultant developed interventions consisting of goal setting, self-monitoring, self-graphing, and reinforcement. Data from the three behavioral consultation cases were combined to form a non-concurrent multiple baseline design. Inter-rater reliability averaged 92%. Results showed immediate and sustained increases in each student’s journal writing after the intervention was implemented. Discussion focuses on the strengths and limitations associated with practicing school consultants’ use of non-concurrent multiple baseline designs to empirically validate interventions. |
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| 119. Effects of a Hand-Held Computer Response System on Student Responding and Achievement in a Sixth-Grade Science Class |
| Area: EDC; Domain: Applied Research |
| GREGORY F. HARPER (State University of New York at Fredonia), Barbara Mallette (State University of New York at Fredonia), Michael Jabot (State University of New York at Fredonia), Lawrence J. Maheady (State University of New York at Fredonia) |
| Abstract: Students achieve better when they are actively involved during teacher-led instruction, but posing questions to the entire class and calling on student volunteers is ineffective; only 8-12% of children respond, and higher-performing students respond most often.
An alternative to traditional methods is a computer-based response system. This study compares the effects of such a system to traditional whole-group question and answer methods on: a) students’ performance on a pre- and post-test measure of science knowledge; b) the students’ scores on daily science quizzes; c) the number and accuracy of students' responses to teacher questions. Treatment conditions are alternated randomly. Subjects are 25 sixth graders, are from diverse cultural backgrounds, and include students with disabilities.
The Computer Response System contains individual remote response pads. All students will respond to teacher questions simultaneously. The teacher can identify students who respond correctly or incorrectly and provide correction and/or re-teaching. The System automatically summarizes class and individual responses. During whole group question and answer periods, an observer will record the number of students responding to each question, and the correctness of each response. Inter-rater reliability will be assessed using a second observer.
Data and results from this ongoing study will be presented. |
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| 120. Using Establishing Operations to Increase Math Work Completion |
| Area: EDC; Domain: Applied Research |
| SCOTT P. ARDOIN (University of South Carolina), Brian K. Martens (Syracuse University), Michael McCall (University of South Carolina), Robin Codding (Syracuse University) |
| Abstract: Research has shown that reinforcement of appropriate behavior in children with severe disabilities is more effective when the reinforcers are unavailable preceding a target activity. This study examined whether similar evocative effects of establishing operations would occur with nondisabled children. The answer to this question could help inform teachers about how best to sequence work and fun activities in the classroom and when to allow students a choice of rewards. During baseline, students were allowed to complete math problems in the absence of reinforcement. In the second condition, peer/adult attention, time alone, and tangibles were evaluated as reinforcers for problem completion using a multielement design. During the final condition, those students who preferred peer/adult attention were either satiated or deprived of attention before being given the opportunity to earn tokens for completing math problems. In half of these sessions, students exchanged tokens for peer/adult attention. In the other half of these sessions, students had the choice of exchanging tokens for either peer/adult attention or tangibles. |
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| 121. Increasing Division Fact Fluency Using the Taped-Problems Intervention |
| Area: EDC; Domain: Applied Research |
| ELIZABETH MCCALLUM (University of Tennessee), Christopher Skinner (University of Tennessee), Holly M. Hutchins (University of Tennessee) |
| Abstract: A multiple-probe across-tasks design was used to determine if the taped-problems intervention, a variation of the taped-words interventions (Freeman & McLaughlin, 1984), could be used to enhance division fact fluency in a fourth-grade student. During the taped-problems intervention, the student was given a list of problems on a sheet of paper and instructed to attempt to complete each problem before the answer was provided by an audiotape player. On the tapes, problems were read followed by their answers. Progressive time delay procedures were used as intervals between the problem and answer were adjusted. Initially, the interval between the problem being read and the answer was 1 second. During each session, this interval was gradually increased and then reduced. Results showed clear increases in division fact fluency after the intervention was implemented. This enhanced performance appeared to be maintained. Discussion focuses on future research related to the taped-problems intervention. |
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| 122. Does Learning to Answer Basic Math Facts Through the See/Type Channel Generalize to the See/Write Channel |
| Area: EDC; Domain: Applied Research |
| MICHELLE HARRINGTON (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Erin Holland (Judge Rotenberg Educational Center) |
| Abstract: The Judge Rotenberg Educational Center (www.judgerc.org) operates day and residential programs for children and adults with behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism, and developmental disabilities. The basic approach taken at JRC is the use of behavioral psychology and its various technological applications, such as behavioral education, programmed instruction, precision teaching, behavior modification, behavior therapy, behavioral counseling, self-management of behavior, and chart-sharing.
This study will investigate whether computer-based learning generalizes to paper-based learning and if high rates of fluency on a computer program, using the See/Type channel, have an effect on the See/Write level of fluency. This will be examined using JRC’s proprietary computer program MathFacts. This program is designed to teach basic addition, subtraction, multiplication and division facts. It utilizes the principles of both Precision Teaching and Direct Instruction.
Students will be pre-tested on the final chapters of all four operations, using the computer program and worksheets that include the same information. They will then work through the curriculum on the computer. When they have mastered all operations at a rate of 60 problems per minute, they will complete post-testing. We hope to determine whether or not learning information using the See/Type channel generalizes to the See/Write channel. |
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| 123. Increasing Fluency in Basic Skills: Materials, Programs, and Approaches |
| Area: EDC; Domain: Applied Research |
| JANE MANGUM (Nicholls State University), Natalie J. Boudreaux (Nicholls State University) |
| Abstract: With increased pressure to insure that No Child is Left Behind, research is validating the importance of building fluency in basic language arts and math skills. Most educators have limited knowledge regarding how to measure fluency, what level of performance should be considered fluent, or how to help students develop fluency. The poster will display rate data for specific skills from precision teaching literature and for general outcomes measures from curriculum-based monitoring literature. In addition, the chart will also contain a display of instructional procedures, software programs, and commercial manuals and materials that are useful in increasing and monitoring fluency. All information presented on the poster will be reproduced and an annotated bibliography describing each procedure/program/ material will be given to participants. The bibliography will also provide web addresses for each listed item. |
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| 124. Application, Generalization, and Experimental Control: Evaluating the Cover Copy Compare Intervention Using the Non-Concurrent Multiple Baseline Design |
| Area: EDC; Domain: Applied Research |
| JESSICA D. ALLIN (University of Tennessee), Renee Oliver (University of Tennessee), Andrea D. Hale (University of Tennessee), Christopher Skinner (University of Tennessee) |
| Abstract: The non-concurrent multiple-baseline across-subjects (Non-Con M-B A-S) design may allow practicing behavioral consultants to contribute to intervention science. Three students from different classrooms were referred for behavioral consultation for their low academic performance. In two of the cases, the target problem was insufficient spelling and in the third case, the target problem was insufficient completion of math assignments. In each case, the teacher and consultant developed an intervention utilizing Cover Copy Compare (CCC). For one of the spelling cases and the math case, CCC was implemented individually. With the second spelling case, CCC was implemented class-wide. CCC procedures consisted of three basic steps: 1) the student looked at the academic stimulus, 2) the student covered the stimulus and made a response from memory, and 3) the student uncovered the original stimulus and checked to see if his or her response was accurate. Data from the three behavioral consultation cases were combined to form a Non-Con M-B A-S design. Results showed improvement in academic performance after the CCC procedures were implemented. Discussion focuses on generalizability of the CCC procedure, as well as applied and experimental strengths and limitations associated with practicing school consultants’ use of the Non-Con M-B A-S. |
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| 125. The Effects of Self-evaluation and Response Restriction on Letter and Number Reversal in Young Children |
| Area: EDC; Domain: Applied Research |
| M. KATHLEEN STRICKLAND-COHEN (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: This study evaluated the effects of a training package consisting of self-evaluation and response restriction on letter reversal errors. Participants were three typically developing boys, between the age of 5 and 7. The results indicated that the training package was successful in correcting reversals in the absence of a model, the improvements maintained during subsequent follow-up sessions, and fading was effective in correcting reversals that persisted after implementation of overlay training procedures. Interobserver agreement was assessed by having a second observer independently score the percentage of correctly oriented letters or numbers written in 50% of all baseline, overlay training, fading and follow-up sessions. |
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| 126. The Effects on Phonological Awareness and Reading Ability of Children with Reading Disability through Phonological Awareness Training |
| Area: EDC; Domain: Applied Research |
| WON R. LEE (Daegu University, South Korea), Chun Hee Kim (Daegu University, South Korea), Jungbae Kang (Daegu University, South Korea), Mihyang Choi (Daegu University, South Korea) |
| Abstract: The study examined the effects of phonological awareness training for children with reading disabilities. Three boys with reading disabilities participated in the study. Child A is in the third grade with IQ 84. Child B is in the first grade with IQ 88. Child C is in the first grade with IQ 95. The study used a multiple probe design across subjects. Each phonological awareness test is performed every three interventions and data were analyzed by visual analysis. Phonological awareness training consists of 3 components, constructed according to the intrinsic property of Korean structure.
he results showed as follows: First, each child showed different phenomenon in baseline. Second, all the children showed less improvement on phoneme substitution than addition and deletion. Third, all the children showed improvement on phoneme blending and distinction.. Fourth, performance level of reading letters was improved much more than performance level of reading words and non-words. |
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| 127. The Read-A-Buck After School Reading Program: Generalization Outcomes from a Fluency-based Reading Intervention |
| Area: EDC; Domain: Applied Research |
| JOHN C. BEGENY (Syracuse University), Florence D. DiGennaro Reed (Syracuse University), Lauren Arbolino (Syracuse University), Staci Montarello (Syracuse University), Brian K. Martens (Syracuse University), Tanya L. Eckert (Syracuse University), Lawrence Lewandowsi (Syracuse University), Barbara Fiese (Syracuse University) |
| Abstract: Approximately one third of America’s students cannot read at a basic level by the fourth grade. Although there are several important components involved in learning to read (e.g., phonemic awareness, comprehension strategies), creating structured opportunities for students to build reading fluency is an equally important element.
As part of the Psychology of Children at Home and School (PCHS) after-school reading intervention (i.e., the Read-A-Buck program), second and third grade students from an urban school district in central New York were exposed to an individualized and group-based reading intervention that allowed students to: (a) earn rewards for reading improvements (e.g., reading more than 100 words correct per minute); (b) chart, observe, and receive feedback about their reading progress over time; (c) be exposed to a treatment package of empirically-based reading fluency interventions (e.g., repeated reading, listening passage preview); and (d) progressively move through sequenced reading material arranged by difficulty level. Although there were numerous findings from this study, the primary purpose of the proposed poster will be to highlight (in time-series display) the reading gains participants made across time and difficulty level of material, as well as how these gains generalized over time. |
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| 128. Read-a-Buck: Endurance Effects of a Fluency-Based After School Reading Program |
| Area: EDC; Domain: Applied Research |
| STACI MONTARELLO (Syracuse University), Florence D. DiGennaro Reed (Syracuse University), Lauren Arbolino (Syracuse University), John C. Begeny (Syracuse University), Brian K. Martens (Syracuse University), Tanya L. Eckert (Syracuse University), Lawrence Lewandowsi (Syracuse University), Barbara Fiese (Syracuse University) |
| Abstract: Listening passage preview, repeated readings and phrase-drill error correction were examined as a treatment package aimed at increasing reading fluency for elementary students in an urban school in Central New York. The package also included reinforcement for reading improvement, performance feedback and training at the students’ instructional level. This poster reports the effects of the intervention package on reading endurance (sustained rate over time) for third grade students.
Upon initial assessment, participants showed a marked decline in reading fluency and accuracy from the first to second minute of a three-minute probe. From the second to third minute, mean fluency increased by 17 words correct per minute (WCPM), however accuracy did not show the same increase. Although the students read at a faster rate, they committed more errors. Following six weeks of training, assessment results revealed that mean fluency from minute one to minute two increased by 19 WCPM, and stabilized from minute two to minute three. Mean accuracy remained approximately 93% across the three-minute probe. Examination of level and trend of individually graphed performance lends further support to the effectiveness of the intervention on reading endurance. |
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| 129. Using Direct Instruction Reading Programs with Students who are Visually Impaired |
| Area: EDC; Domain: Applied Research |
| LAURA D. FREDRICK (Georgia State University), JoAnn Dankel (Northside Middle School) |
| Abstract: Direct Instruction (DI) reading programs have a long history of effectiveness for students in both general and special education. To date, however, there are no studies of the effectiveness of DI reading programs for students who are visually impaired. In this poster we will report the effects of DI reading programs on students’ gains in independent reading levels and instructional reading levels as measured by the Basic Literacy Test that was already in place in this school. Students with two years of DI reading made average gains of 4 years, 6 months in their independent reading levels and 4 years, 8 months in their instructional reading levels. Students with one year of DI reading made average gains of 1 year, 5 months in their independent reading levels and 2 years, 3 months in their instructional reading levels. These preliminary findings of the effectiveness of DI reading programs for students who are visually impaired warrant further research. |
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| 130. What Do Repeated Readings Add to Fluency When Using Reading Mastery? |
| Area: EDC; Domain: Applied Research |
| ALICE NANDA (Georgia State University), Laura D. Fredrick (Georgia State University), Leah Cauley (Georgia State University) |
| Abstract: Oral reading fluency in grades one and two predicts fifth grade reading accuracy and comprehension (Breznitz, 1997), yet oral reading fluency training is often missing from reading programs (Allington, 1983). An exception occurs in the Direct Instruction Reading Mastery programs that include fluency as a criterion for reading success (Engelmann & Bruner, 1985). Frankhauser, Tso, and Martella (2001) added repeated reading to the Reading Mastery I and II programs and found repeated reading did not boost student fluency on reading checkouts. They concluded that Reading Mastery was sufficient for teaching oral reading fluency. The present study is a systematic replication of Frankhauser et al. using six students in a multiple baseline design across participants. In addition, we used three repeated readings rather than one as was used by Frankhauser et al. Despite the increased repeated reading requirement, repeated readings did not improve oral reading fluency beyond that attained during Reading Mastery instruction. Word by word IOR was calculated for 20% of data points across each phase with reliability sessions randomly distributed across stories and students. Average IOR for all sessions was 99.03% ranging from 91.38% to 100%. |
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| 131. Short Pauses Are Better I - Effects of Two Inter-trial Interval Durations During DI Reading Lessons with Urban First-graders: A Systematic Replication |
| Area: EDC; Domain: Applied Research |
| TERRI HESSLER (The Ohio State University), Charles L. Wood (The Ohio State University), Michelle A. Anderson (The Ohio State University), Natalie Allen-Williams (The Ohio State University), Shobana Musti-Rao (The Ohio State University), Summer Ferreri (The Ohio State University), William L. Heward (The Ohio State University) |
| Abstract: We investigated the effects of two inter-trial interval (ITI) durations on response opportunities, student, participation, and off-task behavior during Reading Mastery lessons with group of 6-8 first-grade students attending a summer school program. ITI is the elapsed time between the completion of teacher feedback/error correction for student response(s) to one question and when the teacher begins presenting the next question. The first author used either a short-ITI (mean = less than 1 sec) or long-ITI (mean = 5-sec) when teaching each of several 5-min “chunks” of a Reading Mastery lesson. The sequence of ITI conditions within each lesson was determined by a coin flip. Results of this recently completed experiment show that teaching with the short-ITI produced more response opportunities and higher rates of student participation than did the long-ITI. Data on off-task behavior of two target students will be obtained from videotaped records and reported as part of the poster. IOA on measures on the dependent variables will be calculated for at least one-third of the study’s sessions, and treatment integrity data were collected for one-half of all sessions. |
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| 132. Short Pauses Are Better, II: A Systematic Replication of the Effects of Two Inter-trial Interval Durations During DI Language Lessons with Urban K-1 Students |
| Area: EDC; Domain: Applied Research |
| SHOBANA MUSTI-RAO (The Ohio State University), Summer Ferreri (The Ohio State University), Charles L. Wood (The Ohio State University), Michelle A. Anderson (The Ohio State University), Terri Hessler (The Ohio State University), Natalie Allen-Williams (The Ohio State University), William L. Heward (The Ohio State University) |
| Abstract: We investigated the effects of two inter-trial interval (ITI) durations on response opportunities and student participation during DI language lessons with a group of 8-10 kindergarten and first-grade students attending a summer school program. ITI is the elapsed time between the completion of teacher feedback/error correction for student response(s) to one question and when the teacher begins presenting the next question. The first author used either a short-ITI (mean = less than 1 sec) or long-ITI (mean = 5-sec) when teaching three consecutive 5-min sessions within each of the study’s 17 daily lessons. The sequence of short- and long-ITI sessions within each lesson was determined by a flipping a coin. Results show that two target students responded more often and with greater accuracy when instruction was presented with the short-ITI. Both students maintained high rates of academic responding and accuracy during a final “best treatment” phase in which short-ITI was used throughout each lesson. IOA on student participation and accuracy were obtained for 30% of the sessions, and treatment integrity data were collected for 50% of the sessions. Based on data from this study and others, implications for practice and suggestions for additional research on teacher pacing will be presented. |
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| 133. The Effects of Oral Repeated Readings on Fluency and Comprehension |
| Area: EDC; Domain: Applied Research |
| AMANDA L. YURICK (The Ohio State University), Gwendolyn Cartledge (The Ohio State University) |
| Abstract: This study examined the effects of repeated reading practice on oral reading fluency and comprehension skills of elementary-aged students. Eight fifth-grade students, who read below grade level, and were recognized by the classroom teacher as needing additional reading instruction participated in the study. A multiple baseline across subjects design was used, with an initial baseline period of ten sessions. Participants entered the intervention in pairs according to similar reading levels. During each repeated reading session student pairs orally read, alternating paragraphs, to one another for a practice period of ten minutes. Students used a specified correction procedure when miscues occurred during practice. Following practice, each student participated in a one-minute timed trial, which was scored by the researcher for number of words read per minute and number of miscues. A cloze procedure comprehension assessment was done when the student reached the fluency criterion (180 words per minute). The dependent variables in this study were number of words read in one minute, number of miscues committed, and number of comprehension questions answered correctly. Results indicate that students’ oral reading fluency improved with practice, miscues decreased with practice, and comprehension skills significantly improved overall. No word recognition skill gains were observed. |
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| 134. The Effects of Multisensory Instruction on the Reading Acquisition of Treatment Resisters |
| Area: EDC; Domain: Applied Research |
| MONICA MILLER (University of North Carolina at Charlotte), Nancy L. Cooke (University of North Carolina at Charlotte), Shawnna Shalvis Helf (University of North Carolina at Charlotte), Susan Gibbs (University of North Carolina at Charlotte) |
| Abstract: Although some students receive intense, systematic, explicit instruction in phonemic awareness and decoding skills, 2%-6% remain poor readers and fail to acquire word reading skills within the "normal" range. Torgesen (2000) has identified this population as "treatment resisters." The purpose of this study was to determine the effects of adding multisensory components to a 10-min supplemental reading intervention on the acquisition of reading skills of second-grade students identified as "treatment resisters." Multisensory elements included tapping, forming letters on a textured surface, and manipulating words with magnetic letters. A multiple-baseline-across-participants design was used to analyze the effects of the multisensory reading intervention on the number of correct nonsense words read per min. Additional data were collected in the form of scores on a standardized, norm-referenced test and on the Dynamic Indicators of Basic Early Literacy Skills. Procedural reliability was collected to ensure high integrity of implementation across all phases. Independent scoring of audiotapes was used to establish reliability of the dependent variable. Results will be reported and implications for future research will be discussed. |
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| 135. An Investigation of the Effects of Oral Versus Silent Reading on Reading Rate of Comprehension |
| Area: EDC; Domain: Applied Research |
| JENNIFER T. FREELAND (Indiana State University), Mark D. Shriver (Munroe-Meyer Institute), Richard Anthony Doggett (Munroe-Meyer Institute) |
| Abstract: If reading fluency and reading comprehension are increased, students may read quicker and answer more comprehension questions with less effort and time thereby reinforcing their functional reading skills. An alternating treatment design was used to examine the effects of silent and oral reading on reading rate of comprehension of four students who had been referred by their classroom teacher for reading problems. Each student was instructed to read a 400 word reading passage and to answer ten comprehension questions. Students were timed while reading and were graded on the accuracy of their responses to the comprehension questions. During the silent reading condition students read silently to themselves and then indicated to the experimenter when they were finished. During the oral reading condition, students read aloud to the experimenter as they were timed. Rate of reading comprehension was measured by multipling the number of questions answered accurately by 60 s and then dividing this number by the number of s necessary to complete the reading passage. This number yielded a rate of words correct per minute. Treatment integrity and interobserver agreement on timing and comprehension questions were above 90%. The results demonstrate that silent reading yeilded a higher reading rate of comprehension than oral reading. Discussion focuses on the applicability and treatment utility of reading rate of comprehension. |
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| 136. The Effects of Fluency Training of Letter Components on the Alphabet Letter Composite |
| Area: EDC; Domain: Applied Research |
| TAMMY LYNN CLINE (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: This study will assess the effects of training six letter components to fluency on the speed and accuracy of writing the composite letters (upper and lowercase) of the alphabet. Subjects are students enrolled in an after school program and range in age from 5-11. Twelve students will participate and will be divided into 3 groups of 4 subjects. A multiple baseline design will be used to train letter components to fluency. Two components will be trained simultaneously, resulting in 3 groups of components. The components will be counterbalanced across the 3 groups of subjects to control for order effects. Baseline will consist of administering letter assessments (upper and lowercase) and an assessment of the letter components. Fluency training will begin and will require the student to complete 4 minutes of timings per day (2 minutes of timings per component). Fluency criteria is 90-100 responses per minute for straight and diagonal lines and 80-90 per minute for curved lines. Once accuracy is consistent and a fluent rate per minute is reached for this set of components, a letter assessment and component assessment will be readministered. The student will then move to fluency training for the next set of components and continue through each set until fluency is achieved on all components. Results are discussed in terms of the relationship between the letter components and the composite as well as in terms of efficient teaching procedures. |
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| 137. Comparison of Teaching Methods to Improve Reading Fluency and Comprehension in Children with Reading Difficulties |
| Area: EDC; Domain: Applied Research |
| AUBRIE E. SWAN (State University of New York at Binghamton), Sara White (State University of New York at Binghamton), Nicole Parisi (State University of New York at Binghamton), Raymond G. Romanczyk (State University of New York at Binghamton) |
| Abstract: Within the field of reading instruction there is debate over the appropriate criteria for mastery of sight vocabulary words. The present study focused on the differential efficacy of the accuracy versus fluency training criteria in improving speed and accuracy of reading as well as comprehension. The first component of the study involved developing an accurate and objective measure of reading comprehension. Pools of comprehension items of varying levels of were created and tested with typically developing children. The second component of the study involved instructing children with reading difficulties using the two different mastery criteria (i.e., accuracy and fluency), and measuring the effects of these methods of instruction on reading comprehension scores. Preliminary data on both phases will be presented. |
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| 138. Teaching Fluent Letter Sound Discriminations with Errorless and Errorfull learning |
| Area: EDC; Domain: Applied Research |
| KATHRYNE BALCH (University of North Texas), Vanessa Lucero (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: This study assesses the effects of an errorless hear/point procedure versus an errorfull hear/see/say teaching procedure on the rate of correct responding, generalization and retention of letter-sound discriminations. Subjects are kindergarten and pre-kindergarten students who attend an after-school program. A multi-element design is used to compare the effects of errorless versus errorfull teaching procedures. 6 letter-sounds discriminations are taught using an errorless teaching procedure and 6 letter-sounds discriminations are taught using an errorfull teaching procedure. During baseline all the 12 target letters are tested in the see-say task using one-minute timings, and in the hear-point task without one-minute timings. After, baseline, the errorfull teaching procedure will continue until the fluency criterion is met and the errorless teaching procedure will be continue until 100% accuracy is achieved for three consecutive sessions. After training is completed, all the 12 stimuli will be tested under baseline conditions to evaluate the generalization across tasks. A month later, the baseline test will be repeated to test for the retention of letter-sound discriminations. Data are in progress. |
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| 139. Teaching Children to Read over the Internet Using Headsprout Reading Basics™ in Preschool Classrooms |
| Area: EDC; Domain: Applied Research |
| PAMELA M. KIMBLE (Northern Michigan University), Paul Thomas Andronis (Northern Michigan University) |
| Abstract: This study examined the effectiveness of Headsprout Reading Basics™ (HRB), an Internet-based beginning reading program, when delivered to young children in typical preschool classrooms. Children enrolled in two preschools in a small rural community served. The children were assigned to two groups at each site, and administered criterion-referenced pretests to assess entering reading skills. Children in one group at each site, called the Headsprout First groups, then completed all forty lessons over the Internet. The other groups, called Control First, simply participated in routine reading-readiness activities until all children in the Headsprout First groups were done with the program. A posttest was then administered to both groups, for comparison of improvement in the children’s reading skills with and without HRB instruction. The Control First children were then treated to HRB, and their skills assessed afterward with third form of the criterion-referenced test. The results were examined for improvement in the targeted reading skills after HRB and compared to participation only in existing reading readiness activities. Consumer-satisfaction questionnaires completed by teachers and parents assessed whether the HRB program had beneficial effects on the children’s skills and attitudes toward reading, and whether its implementation posed logistical problems that might compromise its usefulness. |
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