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Adams SR, Maki KE. Differential effectiveness, efficiency, and acceptability of drill‐based interventions targeting multiplication facts. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22880] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Affiliation(s)
- Sarah R. Adams
- Family Medicine Franciscan Health Indianapolis Indiana USA
| | - Kathrin E. Maki
- Department of Special Education, School Psychology, and Early Childhood Studies University of Florida Gainesville Florida USA
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2
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Long S, Volpe RJ, Briesch AM. Evaluation of a computer‐assisted letter sound tutoring program: An application to preschool English language learners. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22784] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Stephanie Long
- Department of Applied Psychology Northeastern University Boston Massachusetts US
| | - Robert J. Volpe
- Department of Applied Psychology Northeastern University Boston Massachusetts US
| | - Amy M. Briesch
- Department of Applied Psychology Northeastern University Boston Massachusetts US
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3
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Weiss Y, Yeatman JD, Ender S, Gijbels L, Loop H, Mizrahi JC, Woo BY, Kuhl PK. Can an Online Reading Camp Teach 5-Year-Old Children to Read? Front Hum Neurosci 2022; 16:793213. [PMID: 35431836 PMCID: PMC9009259 DOI: 10.3389/fnhum.2022.793213] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Accepted: 01/24/2022] [Indexed: 11/13/2022] Open
Abstract
Literacy is an essential skill. Learning to read is a requirement for becoming a self-providing human being. However, while spoken language is acquired naturally with exposure to language without explicit instruction, reading and writing need to be taught explicitly. Decades of research have shown that well-structured teaching of phonological awareness, letter knowledge, and letter-to-sound mapping is crucial in building solid foundations for the acquisition of reading. During the COVID-19 pandemic, children worldwide did not have access to consistent and structured teaching and are, as a consequence, predicted to be behind in the development of their reading skills. Subsequent evidence confirms this prediction. With the best evidence-based practice in mind, we developed an online version of a well-structured early literacy training program (Reading Camp) for 5-year-old children. This 2-week online Reading Camp program is designed for pre-K children. It incorporates critical components of the fundamental skills essential to learning to read and is taught online in an interactive, multi-sensory, and peer-learning environment. We measure the participants' literacy skills and other related skills before and after participating in the online Reading Camp and compare the results to no-treatment controls. Results show that children who participated in the online Reading Camp improved significantly on all parameters in relation to controls. Our results demonstrate that a well-structured evidence-based reading instruction program, even if online and short-term, benefits 5-year-old children in learning to read. With the potential to scale up this online program, the evidence presented here, alongside previous evidence for the efficacy of the in-person program, indicates that the online Reading Camp program is effective and can be used to tackle a variety of questions regarding structural and functional plasticity in the early stages of reading acquisition.
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Affiliation(s)
- Yael Weiss
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, United States
- Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, United States
| | - Jason D. Yeatman
- Graduate School of Education, Stanford University, Stanford, CA, United States
- Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA, United States
- Department of Psychology, Stanford University, Stanford, CA, United States
| | - Suzanne Ender
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, United States
| | - Liesbeth Gijbels
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, United States
- Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, United States
| | - Hailley Loop
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, United States
| | - Julia C. Mizrahi
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, United States
| | - Bo Y. Woo
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, United States
| | - Patricia K. Kuhl
- Institute for Learning & Brain Sciences, University of Washington, Seattle, WA, United States
- Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, United States
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4
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Young children's alphabet learning as a function of instruction and letter difficulty. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2021.102113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Stevens MA, Burns MK. Practicing Keywords to Increase Reading Performance of Students With Intellectual Disability. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2021; 126:230-248. [PMID: 33910240 DOI: 10.1352/1944-7558-126.3.230] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2020] [Accepted: 11/19/2020] [Indexed: 06/12/2023]
Abstract
The purpose of the current study was to determine the extent to which practicing keywords increased word recognition, reading fluency and comprehension for students with intellectual disability (ID). The dependent measures included word recognition (i.e., the percentage of previously unknown keywords read correctly in the given text), reading fluency (i.e., words read correctly in 1 minute), and reading comprehension (i.e., number of questions answered correctly out of five). The participants were three fourth-grade students who were identified as having ID in early childhood with IQ scores of 45, 62, and 78. Words from reading passages were practiced with Incremental Rehearsal (IR) using a multielement, single-case design. Practicing keywords led to higher subsequent in-text recognition and generalization for a high percentage of the taught words. Additionally, there was clear experimental control for increases in reading fluency. There was not a strong effect on reading comprehension. Implications for research and practice are discussed.
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Affiliation(s)
| | - Matthew K Burns
- Mallory A. Stevens and Matthew K. Burns, University of Missouri
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Burns MK, Aguilar LN, Warmbold‐Brann K, Preast JL, Taylor CN. Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22429] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Matthew K. Burns
- Special Education Department University of Missouri Columbia Missouri USA
| | - Lisa N. Aguilar
- Department of Counseling and Educational Psychology Indiana University Bloomington Indiana USA
| | | | - June L. Preast
- Department of Educational Studies in Psychology, Research Methodology, and Counseling University of Alabama Tuscaloosa Alabama USA
| | - Crystal N. Taylor
- School of Psychology University of Southern Mississippi Hattiesburg Mississippi USA
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7
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Klingbeil DA, Moeyaert M, Archer CT, Chimboza TM, Zwolski SA. Efficacy of Peer-Mediated Incremental Rehearsal for English Language Learners. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/02796015.2017.12087605] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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DuBois MR, Volpe RJ, Hemphill EM. A Randomized Trial of a Computer-Assisted Tutoring Program Targeting Letter-Sound Expression. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2014.12087446] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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9
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Petersen‐Brown S, Lundberg AR, Ray JE, Dela Paz IN, Riss CL, Panahon CJ. Applying spaced practice in the schools to teach math vocabulary. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22248] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | | | - Jannine E. Ray
- Department of PsychologyMinnesota State UniversityMankato Minnesota
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Hammerschmidt-Snidarich SM, Edwards LM, Christ TJ, Thayer AJ. Leveraging technology: A multi-component personalized system of instruction to teach sight words. J Sch Psychol 2019; 72:150-171. [PMID: 30819460 DOI: 10.1016/j.jsp.2018.12.005] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2018] [Revised: 09/17/2018] [Accepted: 12/20/2018] [Indexed: 11/16/2022]
Abstract
Technology-enabled personalized systems of instruction (PSI) could streamline resource-intensive instructional strategies, potentially easing their delivery and accelerating student learning. This study evaluated the effectiveness and efficiency of a PSI that incorporated adaptive assessment, incremental rehearsal, and peer-assisted learning to teach sight words. Participants in grades 1-3 were randomly assigned to either a control condition or treatment condition. In the treatment condition, participants engaged in the PSI in dyads, working at their instructional level with minimal adult supervision. Compared to the control condition, target learners engaging in the PSI acquired previously unknown sight words, then maintained and generalized the words 30 days post-intervention with a moderate main effect (β = 0.28). On average, participants rated the PSI as positive or very positive. The potential for PSIs to make instructional activities more efficient, effective, and individualized is discussed.
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Affiliation(s)
| | - Lynn M Edwards
- University of Minnesota, Twin Cities, United States of America.
| | | | - Andrew J Thayer
- University of Minnesota, Twin Cities, United States of America.
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Clemens NH, Lai MHC, Burke M, Wu JY. Interrelations of Growth in Letter Naming and Sound Fluency in Kindergarten and Implications for Subsequent Reading Fluency. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr-2017-0032.v46-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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12
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Taylor CN, Aguilar L, Burns MK, Preast JL, Warmbold-Brann K. Reliability and Relationship to Retention of Assessing an Acquisition Rate for Sight Words With Kindergarten Students. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2017. [DOI: 10.1177/0734282917707144] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Teaching children too many words during a lesson reduces retention. The amount of new information a student can successfully rehearse and recall later is called acquisition rate (AR), which has been reliably measured with students in first, third, and fifth grades. The purpose of this study was to examine the reliability of assessing AR for sight words with kindergarten students. A total of 32 kindergarten students from five classrooms across two elementary schools participated in the study. AR was measured twice over a 2-week period, and 1-day retention was measured for the first AR. The AR data resulted in a 2-week delayed alternate form reliability of r = .83, and there was also a strong correlation between AR and number of words retained 1 day later. The limitations, implications, and considerations for the name of the construct being assessed are discussed.
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Klingbeil DA, Moeyaert M, Archer CT, Chimboza TM, Zwolski SA. Efficacy of Peer-Mediated Incremental Rehearsal for English Language Learners. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr46-1.122-140] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Kwong E, Burns MK. Preliminary study of the effect of Incremental Rehearsal with a morphological component for teaching Chinese character recognition. SCHOOL PSYCHOLOGY INTERNATIONAL 2016. [DOI: 10.1177/0143034316674507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The current study examined the effectiveness of Incremental Rehearsal (IR) for teaching Chinese character recognition using a single-case experimental design. In addition, a morphological component was added to standard IR procedures (IRM) to take into account the role of morphological awareness in Chinese reading. Three kindergarten students in Hong Kong who were learning Cantonese-Chinese were taught Chinese characters with IR and IRM over six weeks using two ABAB designs. The study found that both IR and IRM effectively increased retention and maintenance of Chinese characters.
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Parent-administered computer-assisted tutoring targeting letter-sound knowledge: Evaluation via multiple-baseline across three preschool students. J Sch Psychol 2016; 59:39-53. [DOI: 10.1016/j.jsp.2016.09.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2015] [Revised: 05/02/2016] [Accepted: 09/15/2016] [Indexed: 11/23/2022]
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Zaslofsky AF, Scholin SE, Burns MK, Varma S. Comparison of opportunities to respond and generation effect as potential causal mechanisms for incremental rehearsal with multiplication combinations. J Sch Psychol 2016; 55:71-8. [PMID: 26931068 DOI: 10.1016/j.jsp.2016.01.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2013] [Revised: 05/13/2015] [Accepted: 01/07/2016] [Indexed: 10/22/2022]
Abstract
Incremental rehearsal (IR) is an intervention with demonstrated effectiveness in increasing retention of information, yet little is known about how specific intervention components contribute to the intervention's effectiveness. The purpose of this study was to further the theoretical understanding of the intervention by comparing the effects of opportunities to respond (OTR) and generation demand on retention of multiplication combinations. Using a between subject 2 × 2 factorial design, 103 4th and 5th grade students were taught seven multiplication combinations using one of four versions of IR that orthogonally varied OTR (high versus low) and generation demands (high versus low). A two-way ANOVA revealed main effects for OTR, generation demands, and an interaction of the two factors. The effect of generation demands was large (d=1.31), whereas the overall effect of OTR was moderate (d=0.66). Critically, the two factors interacted, with the largest learning gains observed when OTR and generation demands were both high. The results of this study suggest that generation demand is an important factor in the effectiveness of rehearsal interventions.
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Affiliation(s)
| | | | - Matthew K Burns
- College of Education, 109 Hill Hall, University of Missouri, Columbia, MO 65211, USA.
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Joseph LM, Alber-Morgan S, Neef N. APPLYING BEHAVIOR ANALYTIC PROCEDURES TO EFFECTIVELY TEACH LITERACY SKILLS IN THE CLASSROOM. PSYCHOLOGY IN THE SCHOOLS 2015. [DOI: 10.1002/pits.21883] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Griffin C, Joseph LM. Supplemental Flashcard Drill Methods for Efficiently Helping At-Risk Kindergartners Make Letter-Sound Correspondences: Does Presentation Arrangement of Words Matter? READING PSYCHOLOGY 2015. [DOI: 10.1080/02702711.2013.876479] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Peterson M, Brandes D, Kunkel A, Wilson J, Rahn NL, Egan A, McComas J. Teaching letter sounds to kindergarten English language learners using incremental rehearsal. J Sch Psychol 2014; 52:97-107. [PMID: 24495497 DOI: 10.1016/j.jsp.2013.11.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2012] [Revised: 10/30/2013] [Accepted: 11/06/2013] [Indexed: 10/25/2022]
Abstract
Proficiency in letter-sound correspondence is important for decoding connected text. This study examined the effects of an evidence-based intervention, incremental rehearsal (IR), on the letter-sound expression of three kindergarten English language learners (ELLs) performing below the district benchmark for letter-sound fluency. Participants were native speakers of Hmong, Spanish, and Polish. A multiple-baseline design across sets of unknown letter sounds was used to evaluate the effects of IR on letter-sound expression. Visual analysis of the data showed an increase in level and trend when IR was introduced in each phase. Percentage of all non-overlapping data (PAND) ranged from 95% to 100%. All participants exceeded expected growth and reached the spring district benchmark for letter-sound fluency. Results suggest that IR is a promising intervention for increasing letter-sound expression for ELLs who evidence delays in acquiring letter sounds.
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