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| Behaviorally-based Curricula to Improve Reading Skills of Public School Students with and without Disabilities |
| Monday, May 31, 2004 |
| 9:00 AM–10:20 AM |
| Gardner |
| Area: EDC/TBA; Domain: Applied Research |
| Chair: Rangasamy Ramasamy (Florida Atlantic University) |
| Abstract: . |
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| Designing Professional Development to Increase Effective Implementation of Behavioral Reading Curricula by Public School Teachers |
| Janet I. Goodman (Florida Atlantic University), DENISE E. ROSS (Teachers College, Columbia University), Cynthia L. Wilson (Florida Atlantic University) |
| Abstract: This presentation will describe the method of this study. The purpose of this study was to design a model that addressed barriers to implementation frequently cited in the literature and, consequently, increase the reading skills of participating students. The intervention had four objectives: 1) to train teachers to use behavioral reading curricula, 2) to support teachers using Personalized Systems of Instruction (PSI), cohorts, and in-situ training, 3) to increase sustainability of interventions, and 4) to increase the number of three-term contingencies provided to students. Four teams of teachers in three schools were identified. Training meetings for Edmark, Corrective Spelling, Reading Mastery, Corrective Reading, and Precision Teaching occurred monthly. University personnel provided weekly in-class training, observations with feedback using an observation scale, and PSI modules that were designed for each teacher. |
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| Pre and Post-test Results of a Model to Improve Reading Skills of Diverse Learners Using Behavioral Reading Curricula |
| PAMELA DUKES (Florida Atlantic University), Cynthia L. Wilson (Florida Atlantic University), Denise E. Ross (Teachers College, Columbia University), Erica Walker (Teachers College, Columbia University) |
| Abstract: This presentation will describe the pre and post test outcomes of this study. Four groups of students participated in this study: 1) nine special education first through fifth grade students with behavior disorders, 2) 34 special education seventh-grade students with learning disabilities, 3) 125 general education sixth-grade students with reading delays, and 4) 90 general education second-grade students with limited English Proficiency. Pre and post-test standardized test results suggest that most students made significant gains. Limitations to the statistical analysis are described. |
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| Learn-unit Analysis of M model to Improve Reading Skills of Diverse Learners Using Behavioral Reading Curricula |
| DENISE E. ROSS (Teachers College, Columbia University), Cynthia L. Wilson (Florida Atlantic University), Janet I. Goodman (Florida Atlantic University) |
| Abstract: This presentation describes a learn unit analysis of the results. Specifically, the number of correct and incorrect academic responses, as well as learn unit presentations for the participants are reported. Participants included elementary students with behavior disorders, middle-school students with learning disabilities, middle-school students with reading delays, and elementary-school students with limited English proficiency. Results suggest a correlation between the number of correct academic responses, number of learn unit presentations, and subsequent gains in reading scores for each group. Differences between results for each group are compared. The use of learn unit analysis to supplement traditional standardized test scores is critiqued and discussed. |
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| Barriers and Teacher Responses to Implementing Behavioral Reading Curricula in Public School Classrooms |
| CYNTHIA L. WILSON (Florida Atlantic University), Janet I. Goodman (Florida Atlantic University), Denise E. Ross (Florida Atlantic University) |
| Abstract: This study reports the results of social validation data collected using teacher questionnaires. Teachers were asked to assess the amount of time they spent daily using each curriculum, types of materials they used to supplement the material, their methods of measuring students' progress, and modifications they made to the curricula. Teachers' likes and dislikes related to each curriculum, their assessment of student responses to the curricula and its appropriateness for the students, and their suggestions for improving the use of the curricula and training package are also reported. The costs (e.g., resources, time) of implementing the intervention are also described here. |
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