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ERIC Number: EJ967960
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1363-2752
Self-Monitoring during Whole Group Reading Instruction: Effects among Students with Emotional and Behavioral Disabilities during Summer School Intervention Sessions
Rafferty, Lisa A.
Emotional & Behavioural Difficulties, v17 n2 p157-173 2012
The purpose of this study was to examine the effects that a self-monitoring strategy, plus a tactile prompting device, had upon the on-task and oral reading fluency behaviors of students with emotional and/or behavioral disabilities in the general education setting when used during whole group reading instruction. A multiple-baseline across pairs of participants design was used to evaluate the effects of the intervention. The results show that all four participants increased their on-task behavior during whole group reading instruction after being taught how to use the self-monitoring strategy, and their on-task behavior results were more similar to their peers' during the intervention condition. In addition, all students showed meaningful gains in oral reading fluency after being taught to self-monitor during whole group reading instruction when compared to baseline levels. Generalization probe data were taken during teacher-led, small group reading instruction. Although there were slight increases in performance for each of the target students after using the intervention for at least one week, these results should be interpreted with caution and should be further examined with future research. (Contains 3 figures and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A