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Effects of TWA on Science Text Comprehension of Students with Emotional and Behavior Disorders in a Special Day School.

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Title: Effects of TWA on Science Text Comprehension of Students with Emotional and Behavior Disorders in a Special Day School.
Authors: Sanders, Sara, Ennis, Robin Parks, Losinski, Mickey
Source: Education & Treatment of Children (West Virginia University Press). Nov2018, Vol. 41 Issue 4, p483-505. 23p.
Subjects: Reading comprehension, Behavior disorders in children, Self regulation, Self-monitoring (Psychology), Science textbooks, Performance in children, Multilevel models
Abstract: An emerging intervention for increasing reading comprehension in students with emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to examine the effectiveness of the TWA (Think before reading, think While reading, and think After reading) SRSD reading strategy when used with students with emotional and behavioral disorders in a special day school. TWA is a form of SRSD where the student is taught to self-monitor and self-evaluate while reading. This study specifically focused on increasing reading comprehension of science text. Results of a piecewise hierarchical linear model suggest significant gains in reading comprehension during intervention as compared to baseline, with secondary level predicting both students' performance and response to the intervention. Results of treatment fidelity and social validity are also reported. Limitations and directions for future researchers are presented. [ABSTRACT FROM AUTHOR]
Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press 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: Psychology and Behavioral Sciences Collection
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  Label: Title
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  Data: Effects of TWA on Science Text Comprehension of Students with Emotional and Behavior Disorders in a Special Day School.
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  Data: <searchLink fieldCode="AR" term="%22Sanders%2C+Sara%22">Sanders, Sara</searchLink><br /><searchLink fieldCode="AR" term="%22Ennis%2C+Robin+Parks%22">Ennis, Robin Parks</searchLink><br /><searchLink fieldCode="AR" term="%22Losinski%2C+Mickey%22">Losinski, Mickey</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Education+%26+Treatment+of+Children+%28West+Virginia+University+Press%29%22">Education & Treatment of Children (West Virginia University Press)</searchLink>. Nov2018, Vol. 41 Issue 4, p483-505. 23p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+disorders+in+children%22">Behavior disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Self+regulation%22">Self regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Self-monitoring+%28Psychology%29%22">Self-monitoring (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Science+textbooks%22">Science textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+in+children%22">Performance in children</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+models%22">Multilevel models</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: An emerging intervention for increasing reading comprehension in students with emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to examine the effectiveness of the TWA (Think before reading, think While reading, and think After reading) SRSD reading strategy when used with students with emotional and behavioral disorders in a special day school. TWA is a form of SRSD where the student is taught to self-monitor and self-evaluate while reading. This study specifically focused on increasing reading comprehension of science text. Results of a piecewise hierarchical linear model suggest significant gains in reading comprehension during intervention as compared to baseline, with secondary level predicting both students' performance and response to the intervention. Results of treatment fidelity and social validity are also reported. Limitations and directions for future researchers are presented. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=132015825
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        Value: 10.1353/etc.2018.0026
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      – Code: eng
        Text: English
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        PageCount: 23
        StartPage: 483
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      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Behavior disorders in children
        Type: general
      – SubjectFull: Self regulation
        Type: general
      – SubjectFull: Self-monitoring (Psychology)
        Type: general
      – SubjectFull: Science textbooks
        Type: general
      – SubjectFull: Performance in children
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      – SubjectFull: Multilevel models
        Type: general
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      – TitleFull: Effects of TWA on Science Text Comprehension of Students with Emotional and Behavior Disorders in a Special Day School.
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            NameFull: Ennis, Robin Parks
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            NameFull: Losinski, Mickey
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              M: 11
              Text: Nov2018
              Type: published
              Y: 2018
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