Comparative Efficacy and Generalization of Two Word-Reading Interventions with English Learners in Elementary School

Autor/inn/en	Klingbeil, David A.; January, Stacy-Ann A.; Ardoin, Scott P.
Titel	Comparative Efficacy and Generalization of Two Word-Reading Interventions with English Learners in Elementary School
Quelle	In: Journal of Behavioral Education, 29 (2020) 3, S.490-518 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klingbeil, David A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-019-09331-y
Schlagwörter	English Language Learners; Elementary School Students; Intervention; Generalization; Instructional Effectiveness; Reading Achievement; Word Frequency; Vocabulary Development; Reading Instruction; Retention (Psychology); Spanish Speaking; Long Term Memory + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Leseleistung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Wortschatzarbeit; Leseunterricht; Merkfähigkeit; Langzeitgedächtnis
Abstract	Longstanding gaps between the reading achievement of English learner (EL) students and native English speakers highlight the need for evidence-based reading interventions validated for EL students. This study compared the efficacy of two flashcard-based interventions, incremental rehearsal (IR) and strategic incremental rehearsal (SIR), for teaching EL students high-frequency words. Using an adapted alternating-treatments single-case design, 8 students were exposed to IR, SIR, and a control condition. Participants were Spanish-speaking students in the elementary grades. Short-term (next session) retention, generalized text reading, and long-term retention (1-4 weeks) of words were assessed. Findings indicated that both approaches improved word reading over the control condition; however, the extent to which IR and SIR differed in their efficacy varied across each outcome and participant. The most consistent finding was that students' long-term retention of words taught with SIR was higher than words taught with IR. Results have implications for the implementation of SIR with EL students. Limitations and future directions for research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01