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Association for Behavior Analysis International

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Ninth International Conference; Paris, France; 2017

Event Details

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Paper Session #29
CANCELED: Issues in Education: Prompt Fading
Tuesday, November 14, 2017
4:00 PM–4:50 PM
Studio AB, Niveau 2
Area: EDC
Instruction Level: Basic
Chair: Gleides Lopes Rizzi (State University of New York at New Paltz)
CANCELED: Prompt Fading a Self-Questioning Reading Comprehension Strategy With Culturally and Linguistically Diverse Learners
Domain: Applied Research
GLEIDES LOPES RIZZI (State University of New York at New Paltz)
Abstract: This study examined the effects of embedding and fading prompts for self-questioning on the reading comprehension of Culturally, Linguistically, and Academically Diverse (CLAD). Experimenters explicitly taught participants to apply the self-questioning strategy with expository text in a content area (i.e., Science) using prompts, which were faded. Participants were also given unprompted History passages to assess whether the comprehension skills generalized to untrained expository text, and the extent to which participants utilized learned self-questioning skills once the intervention ended, with a fifteen days and a one month assessments. Lastly, the researchers assessed stakeholders� (i.e., participants, teacher, and principal) attitudes towards self-questioning strategy. The importance of this study rests on the need to identify strategies that supports CLAD learners with reading risk in improving their comprehension of expository text. This study sought to answer the following questions. (a) What are the effects of self-questioning on participants� comprehension of Science text? (b) To what extent do participants utilize self-questioning fifteen days and one month after the end of intervention? (c) What are the generality effects of self-questioning strategy on participants� reading comprehension skills with novel History text? (d) What are the effects of self-questioning strategy on participants� reading achievement performances on standardized assessments (e.g. Woodcock Johnson (WJ) reading subtests, AIMSweb)? (e) What are participants� attitudes about the self-questioning strategy? (f) What are teachers� and principal�s attitudes about the self-questioning strategy?
CANCELED: The Effects of Prompt Fading a Reading Strategy on At-risk 3rd Graders' Reading Comprehension Subskills
Domain: Applied Research
GLEIDES LOPES RIZZI (The State University of New York at New Paltz)
Abstract: This study expands the current scientific knowledge of prompt fading reading comprehension strategies by (a) investigating the effects of the implementation of self-questioning strategy with third graders at risk and/or with mild disabilities from an urban school setting; (b) examining the effects of fading embedded prompts for participants' self-questioning on informal assessments based on Common Core State Standards' reading comprehension subskills requirements for third grade (c) verifying the maintenance of strategy use over 15 days and a month period; (d) systematically collecting generalization data throughout the study; and (e) surveying participants, teacher, and principal on their opinions about the intervention. Results demonstrated high effectiveness, generalization, maintenance, and social validity of the intervention.



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