View in EDS

A Group Reading Intervention with Individualized Error Correction for Middle School Students with Reading Difficulties

Saved in:
Bibliographic Details
Title: A Group Reading Intervention with Individualized Error Correction for Middle School Students with Reading Difficulties
Language: English
Authors: Shengtian Wu, Kasee K. Stratton, Daniel L. Gadke
Source: Journal of Special Education Apprenticeship. 2023 12(3):51-68.
Availability: Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Reading Difficulties, Reading Instruction, Group Instruction, Intervention, Error Correction, Middle School Students, Students with Disabilities, Small Group Instruction, Skill Development, Rural Schools, Learning Disabilities, Reading Skills
ISSN: 2167-3454
Abstract: Reading difficulties are common among middle school students in the US, especially among those with disabilities. Unfortunately, there is a significant shortage of professionals (e.g., special educators) who can provide high-quality reading interventions. Small group (SG) intervention is a group instruction that helps more students in need per intervention session and may mitigate the aforementioned shortage. SG intervention packages often include various intervention components that address skill and performance difficulties. However, SG reading intervention research has mostly focused on helping elementary school students without disabilities. Also, many SG reading interventions used one-size-fits all approach which restricted individualization of error correction procedure. The current study developed a multi-component SG reading intervention package that contained individualized error correction procedures to improve the reading skills of three middle school students with disabilities. An ABAB single-subject design was employed to evaluate the effectiveness of the SG reading fluency intervention package. Visual analysis and effect size measurements indicated a strong effect on the intervention package for each participant. Implications, limitations, and future directions are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1411817
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1411817
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1411817
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Group Reading Intervention with Individualized Error Correction for Middle School Students with Reading Difficulties
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Shengtian+Wu%22">Shengtian Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Kasee+K%2E+Stratton%22">Kasee K. Stratton</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+L%2E+Gadke%22">Daniel L. Gadke</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education+Apprenticeship%22"><i>Journal of Special Education Apprenticeship</i></searchLink>. 2023 12(3):51-68.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Instruction%22">Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2167-3454
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Reading difficulties are common among middle school students in the US, especially among those with disabilities. Unfortunately, there is a significant shortage of professionals (e.g., special educators) who can provide high-quality reading interventions. Small group (SG) intervention is a group instruction that helps more students in need per intervention session and may mitigate the aforementioned shortage. SG intervention packages often include various intervention components that address skill and performance difficulties. However, SG reading intervention research has mostly focused on helping elementary school students without disabilities. Also, many SG reading interventions used one-size-fits all approach which restricted individualization of error correction procedure. The current study developed a multi-component SG reading intervention package that contained individualized error correction procedures to improve the reading skills of three middle school students with disabilities. An ABAB single-subject design was employed to evaluate the effectiveness of the SG reading fluency intervention package. Visual analysis and effect size measurements indicated a strong effect on the intervention package for each participant. Implications, limitations, and future directions are discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1411817
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1411817
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 51
    Subjects:
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Group Instruction
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Small Group Instruction
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Reading Skills
        Type: general
    Titles:
      – TitleFull: A Group Reading Intervention with Individualized Error Correction for Middle School Students with Reading Difficulties
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Shengtian Wu
      – PersonEntity:
          Name:
            NameFull: Kasee K. Stratton
      – PersonEntity:
          Name:
            NameFull: Daniel L. Gadke
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 2167-3454
          Numbering:
            – Type: volume
              Value: 12
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Special Education Apprenticeship
              Type: main
ResultId 1