Improving the Early Literacy Skills of Students at Risk for Internalizing or Externalizing Behaviors with Limited Reading Skills
| Autor: | Kathleen Lynne Lane, Robert B. Rutherford, Wendy Peia Oakes, Pamela J. Harris |
|---|---|
| Rok vydání: | 2009 |
| Předmět: |
050103 clinical psychology
Early literacy media_common.quotation_subject education 05 social sciences Behavior change 050301 education Emergent literacy Education Developmental psychology Behavioral risk Clinical Psychology Reading (process) Intervention (counseling) Developmental and Educational Psychology 0501 psychology and cognitive sciences Psychology 0503 education At-risk students Reading skills media_common |
| Zdroj: | Behavioral Disorders. 34:72-90 |
| ISSN: | 2163-5307 0198-7429 |
| DOI: | 10.1177/019874290903400202 |
| Popis: | Eight first-grade students with either internalizing or externalizing behavioral risk factors participated in a supplemental reading intervention for 30 min per day. The intervention package consisted of three main components: instruction in word recognition, fluency, and appropriate behavior. A multiple-baseline design was employed to assess intervention effectiveness using weekly Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency probes and monthly Nonsense Word Fluency probes. Results indicated improvements in early literacy skills for all participants, and response to treatment did not vary by behavioral risk type. Both students with externalizing and internalizing behavioral challenges benefited. Social validity ratings were favorable. Limitations and future directions are discussed. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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