دورية أكاديمية
Evaluating a Self-Regulated Strategy Development Reading-Comprehension Intervention for Emerging Bilingual Students with Learning Disabilities
| العنوان: | Evaluating a Self-Regulated Strategy Development Reading-Comprehension Intervention for Emerging Bilingual Students with Learning Disabilities |
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| اللغة: | English |
| المؤلفون: | Jozwik, Sara L., Cuenca-Carlino, Yojanna, Mustian, April L., Douglas, Karen H. |
| المصدر: | Preventing School Failure. 2019 63(2):121-132. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Learning Strategies, Bilingualism, Academic Language, Reading Comprehension, Academic Achievement, Metacognition, Learning Disabilities, Accuracy, Correlation, Scores, Intervention, Grade 5, Elementary School Students, English Language Learners, Individualized Education Programs, Scoring, Reading Instruction, Instructional Effectiveness |
| DOI: | 10.1080/1045988X.2018.1523126 |
| تدمد: | 1045-988X |
| مستخلص: | Simultaneous development of academic language and reading comprehension is critical for emerging bilingual students' academic success. With a focus on reading comprehension, this study extends the research on self-regulated strategy development (SRSD) to include emerging bilingual students with learning disabilities. Through a multiple probe across participants design, researchers evaluated effects of instruction on fifth-grade participants' use of reading-comprehension strategies and accuracy with comprehension-question answering. Intervention sessions lasted 32 minutes and met for 61 consecutive school days. Visual analyses indicated level changes and a functional relation between SRSD instruction and scores depicting strategy use and question-answering accuracy. Furthermore, participants reported high satisfaction with the goals, procedures, and outcomes of the intervention. Implications for supporting emerging bilingual students with learning disabilities are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1210691 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1045-988X |
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| DOI: | 10.1080/1045988X.2018.1523126 |