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ERIC Number: EJ1210691
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1045-988X
Evaluating a Self-Regulated Strategy Development Reading-Comprehension Intervention for Emerging Bilingual Students with Learning Disabilities
Jozwik, Sara L.; Cuenca-Carlino, Yojanna; Mustian, April L.; Douglas, Karen H.
Preventing School Failure, v63 n2 p121-132 2019
Simultaneous development of academic language and reading comprehension is critical for emerging bilingual students' academic success. With a focus on reading comprehension, this study extends the research on self-regulated strategy development (SRSD) to include emerging bilingual students with learning disabilities. Through a multiple probe across participants design, researchers evaluated effects of instruction on fifth-grade participants' use of reading-comprehension strategies and accuracy with comprehension-question answering. Intervention sessions lasted 32 minutes and met for 61 consecutive school days. Visual analyses indicated level changes and a functional relation between SRSD instruction and scores depicting strategy use and question-answering accuracy. Furthermore, participants reported high satisfaction with the goals, procedures, and outcomes of the intervention. Implications for supporting emerging bilingual students with learning disabilities are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A