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Didion L, Toste JR. Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or at Risk for Reading Disabilities. JOURNAL OF LEARNING DISABILITIES 2022; 55:375-392. [PMID: 34519560 DOI: 10.1177/00222194211043482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at risk for reading disabilities (RD). This program supports self-determined learning behaviors through explicit teaching of self-monitoring, goal setting, and positive attributions. The present study tested the effects of Data Mountain on the ORF of 81 students with or at risk for RD in second through fifth grades, randomly assigned to one of three conditions: Data Mountain delivered in small groups, Data Mountain delivered individually, or a comparison condition. Results from hierarchical linear modeling indicated that treatment students read an average of 31 more words per minute with a growth rate twice that of comparison students (p < .01). The transferable possibilities of Data Mountain to provide students with an opportunity to learn self-determination skills and support ORF is significant to the field of special education.
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Sanir H, Ozmen ER, Ozer A. The mediating effects of reading fluency, comprehension strategies and prior knowledge on the relationship between intrinsic motivation and reading comprehension. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03084-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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3
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Tze V, Parker P, Sukovieff A. Control-Value Theory of Achievement Emotions and Its Relevance to School Psychology. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2021. [DOI: 10.1177/08295735211053962] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The control-value theory (CVT) of achievement emotions is a well-established theoretical framework which delineates the predictive relationships among distal and proximal antecedents, academic emotions, and student engagement and achievement. Although most research anchored in CVT is conducted by educational psychologists, the theory is arguably applicable to the field of school psychology. In this article, we first provide a brief overview of the theory, with a specific focus on the proximal antecedents (i.e., cognitive appraisals), as well as academic emotions and performance. Given that school psychologists are often consulted with strategies regarding students’ emotional challenges exhibited in the classroom, we then discuss empirical evidence of control- and value-based interventions (e.g., attributional retraining, utility-value), both of which can be posited to address the cognitive appraisals of achievement emotions. Lastly, we discuss the implications of CVT and control- and value-based interventions to school psychologists’ work.
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Bakhtiar A, Hadwin AF. Motivation From a Self-Regulated Learning Perspective: Application to School Psychology. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2021. [DOI: 10.1177/08295735211054699] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.
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Affiliation(s)
- Aishah Bakhtiar
- University of Victoria, BC, Canada
- University of Tasmania, Hobart, TAS, Australia
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5
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Daniel J, Capin P, Steinle P. A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers. JOURNAL OF LEARNING DISABILITIES 2021; 54:170-186. [PMID: 33251955 PMCID: PMC8500577 DOI: 10.1177/0022219420972184] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
A majority of reading-related intervention studies aiming to remediate struggling readers' reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the current synthesis was to examine follow-up intervention effects of reading interventions involving adolescent struggling readers in Grades 6 to 12. Our literature search yielded only 10 studies that reported follow-up data for intervention participants, which highlights the dearth of intervention research that examines sustainability of intervention effects. Of the 10 included studies, the weighted mean effect size for all reading outcome measures was gw = 0.78 at immediate posttest and gw = 0.27 at follow-up, in favor of treatment group students. Although the magnitude of difference between treatment and control groups diminished at follow-up time, a comparison of treatment group students' immediate posttest and follow-up scores showed that students mostly maintained gains made during intervention at follow-up time points.
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6
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Settings, exchanges, and events: The SEE framework of self‐regulated learning supportive practices. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22468] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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7
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An Intervention to Retrain Attributions Using CBT: A Pilot Study. EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2020. [DOI: 10.1017/edp.2017.1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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8
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McBreen M, Savage R. The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09584-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
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9
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Abstract
AbstractIntroduction:Providing evidence-based services in areas with emerging or low-level evidence is a challenge for many clinicians. The aim of the current study was to apply a newly designed novel methodology to develop and describe a new intervention for cognitive-communication reading comprehension deficits in early acquired brain injury rehabilitation.Methods:An emergent multi-phase mixed methods design allowed phases of different research activity to build an evidence base of quantitative and qualitative data. A pragmatic clinical framework was developed to combine these traditional research findings with principles from knowledge translation and implementation science, evidence-based practice and intervention development models, clinical contextual practice guidelines and the Medical Research Council’s guidelines for developing and evaluating complex interventions, to create an evidence-based contextually driven clinical intervention.Results:The resulting reading comprehension intervention and service delivery model is presented and involves a multiple-strategy intervention across increasing level of reading comprehension complexity. In areas where traditional methodologies provide low-level evidence, this method provides an alternate way to conduct evidence-based clinical research.
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Watter K, Copley A, Finch E. Strategy-based reading comprehension therapy during early acquired brain injury rehabilitation: preliminary results. Disabil Rehabil 2020; 44:865-881. [PMID: 32574077 DOI: 10.1080/09638288.2020.1780637] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Introduction: An evidence-based intervention and service delivery model for early acquired brain injury reading comprehension rehabilitation (involving multiple-strategy, hierarchical reading) was investigated with 3 clients <3 m post onset as part of their brain injury rehabilitation program.Materials and methods: A multiple-baseline single case experimental design was used for each participant, with data analysed using Tau-U. Assessments of reading comprehension (impairment and activity level) were performed pre/post intervention, and at follow-up (3-6 months post-treatment). Participants' perceptions of the intervention and service delivery model were captured via semi-structured interviews.Results: All participants demonstrated improved reading comprehension post-intervention on all formal measures. At follow-up, reading comprehension was grossly maintained by 2 participants. The single case experimental design results (Tau-U) showed moderate-large intervention effect sizes for factual and inferential reading comprehension, two participants had significant (p = 0.01) changes. Participants reported overall positive experiences with the intervention.Conclusion: The intervention and service delivery model were successfully implemented in clinical practice, and preliminary results show the intervention has clinical promise with an early acquired brain injury population.IMPLICATIONS FOR REHABILITATIONCognitive communication reading comprehension deficits occur following acquired brain injury and impact participation during rehabilitation and in the community.An evidence-based intervention for the early rehabilitation of cognitive communication reading comprehension deficits following acquired brain injury has been developed and trialled in clinical practice with adults <3 months post-acquired brain injury, via a series of single-case experimental designs.Improvements in reading comprehension skill and activity/participation occurred for all participants post-intervention; statistically significant changes occurred for 2 of 3 clients.Early rehabilitation of cognitive communication reading comprehension deficits can be successfully implemented as a component of a multidisciplinary rehabilitation program.
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Affiliation(s)
- Kerrin Watter
- Acquired Brain Injury Transitional Rehabilitation Service, Princess Alexandra Hospital, Metro South Health, Brisbane, Australia.,School of Health and Rehabilitation, University of Queensland, Brisbane, Australia.,Speech Pathology Department, Princess Alexandra Hospital, Metro South Health, Brisbane, Australia
| | - Anna Copley
- School of Health and Rehabilitation, University of Queensland, Brisbane, Australia
| | - Emma Finch
- School of Health and Rehabilitation, University of Queensland, Brisbane, Australia.,Speech Pathology Department, Princess Alexandra Hospital, Metro South Health, Brisbane, Australia.,Centre for Function and Health Research, Metro South Health, Brisbane, Australia
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11
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Roberts GJ, Solis M, Chance B. Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes. TEACHING EXCEPTIONAL CHILDREN 2019; 52:78-86. [PMID: 33100411 PMCID: PMC7581304 DOI: 10.1177/0040059919874306] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
It was almost winter break, and Ms. Salvador, the reading specialist at Awbrey Park Elementary School, was reviewing the fifth-grade progress-monitoring reading data for students receiving intensive small-group reading interventions. She noticed that several students were not making the reading gains that they had expected. Ms. Salvador and her team also realized that during reading instruction, many of these students displayed problem behaviors, such as having difficulty remaining on task and disrupting other students. After reading as much as she could on the topic, Ms. Salvador found that incorporating self-regulation strategies into reading interventions could lead to improvements in reading and an increase in appropriate behaviors that students display during reading instruction. Knowing how interrelated reading and behavior can be, Ms. Salvador decided to collaborate with Mr. Tanner, the behavior specialist, in developing self-regulation interventions for their students at Awbrey Park Elementary. However, before they could begin to create these self-regulation interventions, Ms. Salvador and Mr. Tanner needed to identify more research on what self-regulation strategies were available and how self-regulation strategies could be used to support students with both reading and behavioral difficulties during small-group reading interventions.
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Affiliation(s)
- Garrett J Roberts
- Department of Teaching and Learning Sciences, University of Denver, Denver, CO
| | - Michael Solis
- Graduate School of Education, University of California, Riverside
| | - Becky Chance
- Department of Teaching and Learning Sciences, University of Denver, Denver, CO
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12
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Tsujimoto KC, Boada R, Gottwald S, Hill D, Jacobson LA, Lovett M, Mahone EM, Willcutt E, Wolf M, Bosson-Heenan J, Gruen JR, Frijters JC. Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2018; 23:254-272. [PMID: 32523329 PMCID: PMC7286625 DOI: 10.1080/10888438.2018.1529767] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8-15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement.
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Affiliation(s)
| | | | | | | | - Lisa A. Jacobson
- Kennedy Krieger Institute
- Johns Hopkins University School of Medicine
| | | | - E. Mark Mahone
- Kennedy Krieger Institute
- Johns Hopkins University School of Medicine
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13
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Toste JR, Capin P, Williams KJ, Cho E, Vaughn S. Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers. JOURNAL OF LEARNING DISABILITIES 2018; 52:45-58. [PMID: 29771184 DOI: 10.1177/0022219418775114] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers ( n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work. The intervention was replicated with a three-condition design: MWR only, MWR with a motivational beliefs component, and business-as-usual control. Students were tutored in small groups for 40 lessons (four 40-min lessons each week). When we combined performance of students in both MWR conditions, intervention students significantly outperformed controls on proximal measures of affix reading and MWR, as well as standardized measures of decoding, spelling, and text comprehension. Furthermore, there was a noted interaction between English learner status and treatment on spelling performance. There were no statistically significant main effects between the MWR groups on proximal or standardized measures of interest. Findings are discussed in terms of their relevance to MWR instruction for students with persistent reading difficulties and considerations for future research related to the malleability of motivation.
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Affiliation(s)
- Jessica R Toste
- 1 Department of Special Education and The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA
| | - Philip Capin
- 1 Department of Special Education and The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA
| | - Kelly J Williams
- 1 Department of Special Education and The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA
| | - Eunsoo Cho
- 2 Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, USA
| | - Sharon Vaughn
- 1 Department of Special Education and The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA
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14
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Tsujimoto KC, Frijters JC, Boada R, Gottwald S, Hill D, Jacobson LA, Lovett MW, Mahone EM, Willcutt EG, Wolf M, Bosson-Heenan J, Gruen JR. Achievement attributions are associated with specific rather than general learning delays. LEARNING AND INDIVIDUAL DIFFERENCES 2018; 64:8-21. [PMID: 32523322 DOI: 10.1016/j.lindif.2018.04.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
The causal attributions that children make for success and failure have been associated with later reading motivation and ability perceptions, which have the potential to impact future task engagement. Few studies have investigated whether such attributions are domain specific, that is linked with the specific skill in question, or a general motivational set. Even fewer studies have examined these relationships among diverse racial and ethnic subgroups. The present study examined differences in success and failure attributions among children with and without reading delay (RD) and general language impairments (LI), in a predominately Hispanic and African American sample. Participants were 1311 children, 8 to 15 years old. Significant differences in ability attributions were observed between participants with and without RD and LI, with no additive effect for cases with co-occurring reading and language impairments. When reading and vocabulary were evaluated continuously, significant and substantial positive relationships were observed between skill and ability attributions in situations of success, and negative associations observed in situations of failure. Weaker relationships were observed for vocabulary, though vocabulary did function as a moderator in the relationship between reading skill and ability attributions, with stronger associations at higher vocabulary levels. Overall, the findings suggest that ability attributions for reading success and failure are linked with reading skill and/or deficits, and not with general language impairments.
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Affiliation(s)
| | | | | | | | - Dina Hill
- University of New Mexico, United States
| | - Lisa A Jacobson
- Kennedy Krieger Institute, Department of Neuropsychology, United States.,John Hopkins University School of Medicine, Department of Psychiatry and Behavioral Sciences, United States
| | | | - E Mark Mahone
- Kennedy Krieger Institute, Department of Neuropsychology, United States.,John Hopkins University School of Medicine, Department of Psychiatry and Behavioral Sciences, United States
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15
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Frijters JC, Tsujimoto KC, Boada R, Gottwald S, Hill D, Jacobson LA, Lovett MW, Mahone EM, Willcutt EG, Wolf M, Bosson-Heenan J, Gruen JR. Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill. READING RESEARCH QUARTERLY 2018; 53:127-148. [PMID: 29391653 PMCID: PMC5788039 DOI: 10.1002/rrq.189] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, and attributions for success and failure in reading situations. Quantile regressions were formulated to estimate these relations across the full skill span of each outcome. Reading-related attributions predicted contextual word recognition, sight word and decoding fluency, and comprehension skills. Attributions to ability in success situations were positively related to each outcome across the full span. On three reading outcomes, this relation strengthened at higher skill levels. Attributions to effort in success situations were consistently and negatively related to all reading outcomes. The results provide evidence that the strength of the relation between reading and attributions varies according to reading skill levels, with the strongest evidence for ability-based attributions in situations of reading success.
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Affiliation(s)
| | | | | | | | - Dina Hill
- University of New Mexico, Albuquerque, USA
| | - Lisa A Jacobson
- Kennedy Krieger Institute and Johns Hopkins University, Baltimore, Maryland, USA
| | - Maureen W Lovett
- The Hospital for Sick Children, University of Toronto, Ontario, Canada
| | - E Mark Mahone
- Kennedy Krieger Institute and Johns Hopkins University, Baltimore, Maryland, USA
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16
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Guerra E, Mellado G. A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading. Front Hum Neurosci 2017; 11:98. [PMID: 28348523 PMCID: PMC5346546 DOI: 10.3389/fnhum.2017.00098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2016] [Accepted: 02/16/2017] [Indexed: 11/28/2022] Open
Abstract
In the digital era, tech devices (hardware and software) are increasingly within hand’s reach. Yet, implementing information and communication technologies for educational contexts that have robust and long-lasting effects on student learning outcomes is still a challenge. We propose that any such system must a) be theoretically motivated and designed to tackle specific cognitive skills (e.g., inference making) supporting a given cognitive task (e.g., reading comprehension) and b) must be able to identify and adapt to the user’s profile. In the present study, we implemented a feedback-based adaptive system called A-book (assisted-reading book) and tested it in a sample of 4th, 5th, and 6th graders. To assess our hypotheses, we contrasted three experimental assisted-reading conditions; one that supported meta-cognitive skills and adapted to the user profile (adaptive condition), one that supported meta-cognitive skills but did not adapt to the user profile (training condition) and a control condition. The results provide initial support for our proposal; participants in the adaptive condition improved their accuracy scores on inference making questions over time, outperforming both the training and control groups. There was no evidence, however, of significant improvements on other tested meta-cognitive skills (i.e., text structure knowledge, comprehension monitoring). We discussed the practical implications of using the A-book for the enhancement of meta-cognitive skills in school contexts, as well as its current limitations and future developments that could improve the system.
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Affiliation(s)
- Ernesto Guerra
- Experimental Psycholinguistics Lab, Pontificia Universidad Católica de ChileVillarrica, Chile; Center for Intercultural and Indigenous ResearchVillarrica, Chile
| | - Guido Mellado
- Experimental Psycholinguistics Lab, Pontificia Universidad Católica de Chile Villarrica, Chile
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17
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Bebko JM, Rhee T, Ncube BL, Dahary H. Effectiveness and Retention of Teaching Memory Strategy Use to Children With Autism Spectrum Disorder. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2017. [DOI: 10.1177/0829573517699332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Although low levels of memory strategy use have been found in children with autism spectrum disorders (ASDs), few studies have explored the effectiveness of interventions for improving strategy use with this population. In two studies, we examined the short- and longer term effectiveness of rehearsal strategy training. In Study 1, children with ASD made strong gains during a focused teaching session, but rehearsal strategy use was not well maintained after training. In Study 2, we increased training with multiple individualized sessions. Longer term maintenance of gains occurred, demonstrating the possibility of successfully teaching and generalizing of strategy use, findings that have important implications for classroom and intervention contexts with children with ASD.
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18
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Improvements in Reading Comprehension Performance After a Training Program Focusing on Executive Processes of Working Memory. JOURNAL OF COGNITIVE ENHANCEMENT 2017. [DOI: 10.1007/s41465-017-0012-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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19
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Gutman SA, Raphael-Greenfield EI. Effectiveness of a supportive housing program for homeless adults with mental illness and substance use: A two-group controlled trial. Br J Occup Ther 2017. [DOI: 10.1177/0308022616680368] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Introduction The purpose of this study was to assess the effectiveness of a housing transition program for homeless shelter residents with chronic mental illness and substance use. Method A two-group controlled study design was used to assess the program, with 10 participants in an intervention group and 10 in a control group. Goal attainment scaling and quality of life ratings were used pre- and post-intervention to determine if a statistically significant difference existed between groups at post-intervention. Results A statistically significant difference existed between intervention and control group goal attainment scaling scores ( U = 9.50, p < .03, d = 1.34), and on quality of life scores ( U = 10.50, p < .04, d = 1.30) at post-intervention. At a 6-month follow-up, 57.14% of intervention group participants had transitioned into supportive housing, while only 25% of control group participants had transitioned. Conclusion Findings suggest that intervention participants made greater progress toward desired housing goals and reported higher quality of life ratings than controls at post-intervention. This study provides support for the effectiveness of a housing program for homeless adults with chronic mental illness and substance use histories to achieve housing goals and higher quality of life ratings.
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Affiliation(s)
- Sharon A Gutman
- Associate Professor of Rehabilitation and Regenerative Medicine, Columbia University Medical Center Programs in Occupational Therapy, USA
| | - Emily I Raphael-Greenfield
- Associate Professor of Rehabilitation and Regenerative Medicine, Columbia University Medical Center Programs in Occupational Therapy, USA
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20
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Cirino PT, Miciak J, Gerst E, Barnes MA, Vaughn S, Child A, Huston-Warren E. Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study. JOURNAL OF LEARNING DISABILITIES 2017; 50:450-467. [PMID: 26746314 PMCID: PMC5099104 DOI: 10.1177/0022219415618497] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/19/2023]
Abstract
The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment ( N = 75 fourth graders) that contrasted two researcher-implemented conditions (text-based reading [TB] and text-based reading plus executive function [TB+EF]) to a control. We also evaluated relationships among measures of SRL, EF, and reading. Both the TB and TB+EF groups outperformed the control group for proximal text comprehension (where the topic was similar to that covered in training) and background knowledge related to it, but the two researcher-led groups performed similarly. There were no significant differences for less proximal text, and again similar performance for both TB and TB+EF. Correlations among measures were weak in general, although the pattern was similar to that found in the extant literature. The findings speak to the difficulty in separating these components from those of strong instruction more generally. The relationships of these constructs to reading comprehension will likely be enhanced by more sensitive measurement of EF and reading comprehension, particularly where tied to active treatment components.
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Barth AE, Vaughn S, Capin P, Cho E, Stillman-Spisak S, Martinez L, Kincaid H. Effects of a Text-processing Comprehension Intervention on Struggling Middle School Readers. TOPICS IN LANGUAGE DISORDERS 2016; 36:368-389. [PMID: 28943694 PMCID: PMC5608104 DOI: 10.1097/tld.0000000000000101] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Affiliation(s)
- Amy E Barth
- Department of Special Education, University of Missouri-Columbia
| | - Sharon Vaughn
- Meadows Center for Preventing Risk, University of Texas-Austin
| | - Philip Capin
- Meadows Center for Preventing Risk, University of Texas-Austin
| | - Eunsoo Cho
- Meadows Center for Preventing Risk, University of Texas-Austin
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22
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Chodkiewicz AR, Boyle C. Promoting positive learning in Australian students aged 10- to 12-years-old using attribution retraining and cognitive behavioral therapy: A pilot study. SCHOOL PSYCHOLOGY INTERNATIONAL 2016. [DOI: 10.1177/0143034316667114] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study piloted an intervention using attribution retraining and cognitive behavioral therapy techniques to promote positive learning experiences and outcomes for students. This research is an important step to revitalise the dwindling field of attribution retraining research by assessing whether these techniques effectively improve student learning in modern classrooms. Participants were 50 students from grades five and six (age 10- to 12-years-old). Findings revealed that students in the intervention group showed significantly greater average reading levels compared to their control group peers at two months following the intervention. Whilst no other areas measured (mathematics, spelling, and self-concept) reached the level of significance, a number of interesting patterns were observed regarding student selection, intervention focus, and the trajectory of treatment effects. These findings encourage future researchers to expand the range of students targeted by school-based interventions, supports the use of attribution techniques, and highlights that without follow-up data, lagged treatment effects may go undetected. This is one of only a handful of studies to combine attribution retraining with cognitive behavioral therapy, and the results of this pilot study support the need for further research in this area.
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Scammacca NK, Roberts GJ, Cho E, Williams KJ, Roberts G, Vaughn SR, Carroll M. A Century of Progress: Reading Interventions for Students in Grades 4-12, 1914-2014. REVIEW OF EDUCATIONAL RESEARCH 2016; 86:756-800. [PMID: 28529386 PMCID: PMC5436613 DOI: 10.3102/0034654316652942] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
The history of research on interventions for struggling readers in Grades 4 through 12 dates back to 19th-century case studies of seemingly intelligent children who were unable to learn to read. Physicians, psychologists, educators, and others were determined to help them. In the process, they launched a century of research on a wide variety of approaches to reading intervention. As shown in this systematic narrative review, much has changed over time in the conceptualization of reading interventions and the methods used to determine their efficacy in improving outcomes for struggling readers. Building on the knowledge gathered over the past 100 years, researchers and practitioners are well-poised to continue to make progress in developing and testing reading interventions over the next 100 years.
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Affiliation(s)
- Nancy K Scammacca
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin
| | | | | | - Kelly J Williams
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin
| | - Greg Roberts
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin
| | - Sharon R Vaughn
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin
| | - Megan Carroll
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin
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Watter K, Copley A, Finch E. Discourse level reading comprehension interventions following acquired brain injury: a systematic review. Disabil Rehabil 2016; 39:315-337. [PMID: 26887257 DOI: 10.3109/09638288.2016.1141241] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Purpose Reading comprehension can change following acquired brain injury (ABI), impacting independence and participation. This review aims to identify and evaluate the interventions used for rehabilitation of discourse level reading in adults with ABI. Methods A systematic review was conducted of published journal articles. Methodological quality of studies was reviewed using formal and informal rating scales. Inclusion criteria involved adults with non-progressive ABI who experienced discourse level reading deficits related to aphasia or cognitive-communication disorders. Results A total of 23 studies were identified; these included randomized controlled trials, cohort and case studies. Six different types of reading interventions were found, overall results of these interventions were mixed. Reading deficits were reportedly related to language (aphasia) and/or cognitive deficits, with assessment processes varying. Questions arose regarding comparability of assessment methods and diagnostic issues across the studies. Conclusions Interventions for discourse level reading comprehension can make positive changes to reading function. However, no intervention was identified as a gold standard. A trend toward strategy-based reading was found, with these offering a potential for (comparatively) cost-effective lower-dosage reading treatments with positive-trend results. Cognitive and language features should be considered for assessment and intervention planning for discourse reading in ABI. Implications for Rehabilitation Six different types of discourse reading comprehension interventions for people with ABI were identified, with mixed evidence for each intervention. Clinicians need to consider both the linguistic and cognitive features of reading for assessment and intervention planning for discourse level reading. There is a research trend toward strategy-based reading interventions, which use a lower treatment dosage.
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Affiliation(s)
- Kerrin Watter
- a School of Health and Rehabilitation Sciences, the University of Queensland , Brisbane , Australia.,b Speech Pathology Department , Princess Alexandra Hospital, Metro South Health , Brisbane , Australia
| | - Anna Copley
- a School of Health and Rehabilitation Sciences, the University of Queensland , Brisbane , Australia
| | - Emma Finch
- a School of Health and Rehabilitation Sciences, the University of Queensland , Brisbane , Australia.,b Speech Pathology Department , Princess Alexandra Hospital, Metro South Health , Brisbane , Australia.,c Centre for Function and Health Research, Metro South Health , Brisbane , Australia
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Scammacca NK, Roberts G, Vaughn S, Stuebing KK. A Meta-Analysis of Interventions for Struggling Readers in Grades 4-12: 1980-2011. JOURNAL OF LEARNING DISABILITIES 2015; 48:369-90. [PMID: 24092916 PMCID: PMC3975734 DOI: 10.1177/0022219413504995] [Citation(s) in RCA: 99] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
This meta-analysis synthesizes the literature on interventions for struggling readers in Grades 4 through 12 published between 1980 and 2011. It updates Scammacca et al.'s analysis of studies published between 1980 and 2004. The combined corpus of 82 study-wise effect sizes was meta-analyzed to determine (a) the overall effectiveness of reading interventions studied over the past 30 years, (b) how the magnitude of the effect varies based on student, intervention, and research design characteristics, and (c) what differences in effectiveness exist between more recent interventions and older ones. The analysis yielded a mean effect of 0.49, considerably smaller than the 0.95 mean effect reported in 2007. The mean effect for standardized measures was 0.21, also much smaller than the 0.42 mean effect reported in 2007. The mean effects for reading comprehension measures were similarly diminished. Results indicated that the mean effects for the 1980-2004 and 2005-2011 groups of studies were different to a statistically significant degree. The decline in effect sizes over time is attributed at least in part to increased use of standardized measures, more rigorous and complex research designs, differences in participant characteristics, and improvements in the school's "business-as-usual" instruction that often serves as the comparison condition in intervention studies.
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Wu MC, Wu YP, Wan YP, Zeng Y, Tang XR, Wang LR. Effects of attribution retraining on the perceived career barriers of undergraduate nursing students. Int J Nurs Sci 2015. [DOI: 10.1016/j.ijnss.2015.01.009] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
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Chodkiewicz AR, Boyle C. Exploring the contribution of attribution retraining to student perceptions and the learning process. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2014. [DOI: 10.1080/02667363.2014.880048] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Carretti B, Caldarola N, Tencati C, Cornoldi C. Improving reading comprehension in reading and listening settings: the effect of two training programmes focusing on metacognition and working memory. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2013; 84:194-210. [PMID: 24829118 DOI: 10.1111/bjep.12022] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2012] [Revised: 04/11/2013] [Indexed: 11/29/2022]
Abstract
BACKGROUND Metacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading comprehension must necessarily be based on processing written material or whether, as suggested in a recent study by Clarke et al. (2010, Psychol. Sci., 21, 1106), a programme based on verbal language could also be effective. AIMS The study examined the feasibility of improving text comprehension in school children by comparing the efficacy of two training programmes, both involving metacognition and WM, but one based on listening comprehension, the other on reading comprehension. PARTICIPANTS The study involved a sample of 159 pupils attending eight classes in the fourth and fifth grades (age range 9-11 years). METHOD The listening and reading programmes focused on the same abilities/processes strictly related to text comprehension, and particularly metacognitive knowledge and control, WM (per se and in terms of integrating information in a text). The training programmes were implemented by school teachers as part of the class's normal school activities, under the supervision of experts. Their efficacy was compared with the results obtained in an active control group that completed standard text comprehension activities. RESULTS Our results showed that both the training programmes focusing on specific text comprehension skills were effective in improving the children's achievement, but training in reading comprehension generated greater gains than the listening comprehension programme. CONCLUSIONS Our study suggests that activities focusing specifically on metacognition and WM could foster text comprehension, but the potential benefit is influenced by the training modality, that is, the Reading group obtained greater and longer-lasting improvements than the Active control or Listening groups.
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Questioning Secondary Inclusive Education: Are Inclusive Classrooms Always Best for Students? ACTA ACUST UNITED AC 2013. [DOI: 10.1007/s10780-013-9193-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Berkeley S, Riccomini PJ. QRAC-the-Code: a comprehension monitoring strategy for middle school social studies textbooks. JOURNAL OF LEARNING DISABILITIES 2013; 46:154-165. [PMID: 21757682 DOI: 10.1177/0022219411409412] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.
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