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The dramatic impact of explicit instruction on learning to read in a new writing system ...
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| 2 |
Impact of Instructional Technology on Student Motivation and Vocabulary Knowledge
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| 3 |
Un laboratoire de la didactique du français langue étrangère : la méthode directe à l’épreuve de l’altérité (1880-1900)
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In: Langue française, N 208, 4, 2020-11-24, pp.63-78 (2020)
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| 4 |
Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2020)
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Direct EFL Instruction for Gifted Students: A Case Study
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 327-341 (2018) (2018)
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| 6 |
Instructional influences on English language learners' storytelling
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| 7 |
The Effect of Direct and Indirect Written Corrective Feedback on the Acquisition of Rule-Based and Item-Based Linguistic Features
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| 8 |
Using academic coaching to increase the fidelity of implementation of special education educators teaching direct instruction programs
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| 9 |
The Comparative Effect of Direct and Indirect Corrective Feedback in Process-Based Vs. Product-Based Writing Instruction on EFL Learners` Writing Performance
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In: Journal of Applied Linguistics, Vol 9, Iss 19, Pp 84-103 (2016) (2016)
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| 10 |
Ninth grade students' understanding of diffusion and osmosis after participation in direct or inquiry-based lessons : a mixed methods study.
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| 11 |
Educators’ Opinions and Perceptions of the Direct Instruction Program, and its Effectiveness for Educating Students with Autism Spectrum Disorders
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| 12 |
Metaphorical Interpretation: Measuring and Facilitating Growth.
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| 13 |
The effect of a professional development model on teachers' knowledge, beliefs and instructional practices in teaching early reading
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Scarparolo, Gemma. - : Edith Cowan University, Research Online, Perth, Western Australia, 2014
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In: Theses: Doctorates and Masters (2014)
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| 14 |
Effects of Cooperation Games on Social Interactions of Students with Emotional and Behavioral Disorders
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2014)
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Clever talk : using literature to boost vocabulary through explicit teaching in early childhood
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In: Theses: Doctorates and Masters (2013)
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| 16 |
The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8
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In: Doctoral Dissertations and Projects (2013)
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| 17 |
Beyond the basics with Bakhtin: a dialogical look at Markus Zusak's The Book Thief
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| 18 |
Extra-curricular Undergraduate Research Training: Notes on the Pedagogical Practices Behind the Sydney Undergraduate Journal of Musicology
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In: Journal of University Teaching & Learning Practice (2013)
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| 19 |
Being There: A Grounded-Theory Study of Student Perceptions of Instructor Presence in Online Classes
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In: Educational Administration: Theses, Dissertations, and Student Research (2012)
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| 20 |
The Effects of Fluency Training on Implementation Fidelity of a Reading Intervention Conducted by Paraprofessionals
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In: All Graduate Theses and Dissertations (2009)
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Abstract:
Improving educational outcomes involves many variables, including identifying effective interventions and ensuring that they are effectively implemented in schools. Within a "response to intervention" model, treatment integrity of academic interventions has become increasingly important. However, recent research has suggested that ensuring treatment integrity by instructional staff may require intensive coaching, including daily or weekly performance feedback. This system may be unsustainable in typical schools because of limited resources for supervision. Some studies have found that treatment integrity can be achieved with intense prior training that includes extensive practice followed by feedback in the training setting. Fluency-based instruction has the advantage of providing multiple practice opportunities in a relatively short amount of time. A fluency training package for paraprofessionals using the Corrective Reading: Decoding curriculum was evaluated in a multiple baseline design across individuals. The primary dependent variables included paraprofessionals' presentation rate and praise rate. Additional dependent variables included paraprofessionals' accuracy in presenting error correction procedures, ratio of positive to negative comments, students' on-task behavior, and word reading accuracy. Participants included five paraprofessionals delivering supplemental reading instruction to students in small groups, and one student from each of the paraprofessionals' groups. We provided five hours of fluency training to paraprofessionals over five days in a group setting. Following fluency training we observed paraprofessionals during a maintenance phase. Paraprofessionals generally increased their presentation rates, praise rates, and percentage of accurate error correction steps with fluency training. Three paraprofessionals with variable positive-to-negative comments ratios decreased this variability during fluency training. We subsequently provided performance feedback if a paraprofessionals' presentation rate or praise rate did not maintain at criterion levels. Four of the five paraprofessionals required performance feedback on at least one skill. Performance feedback had mixed effects on paraprofessionals' skills. Most students maintained adequate word reading accuracy throughout the study, with no clear effects when interventions for paraprofessionals were introduced and withdrawn. Students' on-task behavior was variable throughout the study, with decreases in variability for three students corresponding with fluency training for paraprofessionals.
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Keyword:
Direct Instruction; paraprofessional; reading; response to intervention; Special Education and Teaching; Teacher Education and Professional Development; training; treatment integrity
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URL: https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1447&context=etd
https://digitalcommons.usu.edu/etd/452
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