The Effects of an Instructional Package on Reading Skills for Multilingual Learners With Extensive Support Needs.
Saved in:
| Title: | The Effects of an Instructional Package on Reading Skills for Multilingual Learners With Extensive Support Needs. |
|---|---|
| Authors: | Frates, Adriana1 frates_a@utpb.edu, Spooner, Fred2, Collins, Belva2, Peterson, Patricia3 |
| Source: | Research & Practice for Persons with Severe Disabilities. Sep2024, Vol. 49 Issue 3, p190-207. 18p. |
| Subject Terms: | *Reading, *Consonants, *Educational outcomes, *Multilingualism, *Experimental design, *Pre-tests & post-tests, *School children, *Ability, *Vocabulary, *Training, Vowels, Clinical trials, Social support, Phonetics, Group process |
| Abstract: | In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three elementary participants with extensive support needs who also were multilingual learners. A multiple probe design across word sets with replication across participants resulted in a functional relation between the percentage of correct CVC words acquired and the instructional package. In addition, there were positive changes in exploratory (secondary) dependent variables that included components of reading (i.e., phonemic awareness, fluency, vocabulary, comprehension, and generalization) as demonstrated through pre-posttest assessments. Social validity measures for parents, students, and paraprofessionals also revealed positive pre-post changes. Limitations and future research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three elementary participants with extensive support needs who also were multilingual learners. A multiple probe design across word sets with replication across participants resulted in a functional relation between the percentage of correct CVC words acquired and the instructional package. In addition, there were positive changes in exploratory (secondary) dependent variables that included components of reading (i.e., phonemic awareness, fluency, vocabulary, comprehension, and generalization) as demonstrated through pre-posttest assessments. Social validity measures for parents, students, and paraprofessionals also revealed positive pre-post changes. Limitations and future research are discussed. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 15407969 |
| DOI: | 10.1177/15407969241247815 |
