東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

An Adapted Shared Storybook Reading ...

Golloher, Andrea Noel-Hahn.

Linked to FindBook

Google Book

Amazon

博客來

An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness./
Author:	Golloher, Andrea Noel-Hahn.
Description:	69 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
Contained By:	Dissertation Abstracts International77-01A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3720522
ISBN:	9781339015354

An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness.
Golloher, Andrea Noel-Hahn.

An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness. - 69 p.

Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.

Thesis (Ph.D.)--University of California, Berkeley, 2015.

The Pathways to Literacy reading program (Lee, Mims, & Browder, 2011) has been demonstrated to be effective at increasing both engagement and comprehension during shared storybook reading for students with exceptional needs. To date, research on Pathways to Literacy has been limited to students in early elementary school rather than preschool, which is when shared reading is usually emphasized as part of the general education curriculum. In these investigations, the reading program has been administered in one-on-one instructional settings, often in special education classrooms. No existing research has examined the ability of participating students to generalize newly learned skills to novel adapted books. The current study seeks to add to the literature by investigating the use of the Pathways to Literacy reading program in inclusive preschool settings. Three questions were addressed. First, using a multiple baseline design across three students, the question of whether or not the reading program remained effective for the target student when introduced in this new setting was asked. Second, whether or not the target students were able to generalize their skills in the areas of engagement, listening comprehension, and communication was addressed via the introduction of novel adapted books. Finally, teachers' perceptions of the reading program were explored. Of particular interest were questions related to what changes they would recommend so that the reading program can be used in this new setting. Results suggest that the Pathways to Literacy reading program was effective in increasing both engagement and listening comprehension and communication for the targeted preschool students and these skills generalized to novel adapted books. Pre- and post-intervention interviews suggest that the teachers found the goals, procedures, and outcomes of the Pathways to Literacy reading program were generally appropriate for preschool students.

ISBN: 9781339015354Subjects--Topical Terms:

516693
Special education.

An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness.
LDR:02938nmm a2200289 4500 001 2071009
005 20160628072953.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339015354
035 $a (MiAaPQ)AAI3720522
035 $a AAI3720522
040 $a MiAaPQ $c MiAaPQ
100 1 $a Golloher, Andrea Noel-Hahn. $3 3186106
245 1 3 $a An Adapted Shared Storybook Reading Program Implemented in Inclusive Preschool Classrooms: An Investigation of its Use and Effectiveness.
300 $a 69 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-01(E), Section: A.
500 $a Adviser: Anne E. Cunningham.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2015.
520 $a The Pathways to Literacy reading program (Lee, Mims, & Browder, 2011) has been demonstrated to be effective at increasing both engagement and comprehension during shared storybook reading for students with exceptional needs. To date, research on Pathways to Literacy has been limited to students in early elementary school rather than preschool, which is when shared reading is usually emphasized as part of the general education curriculum. In these investigations, the reading program has been administered in one-on-one instructional settings, often in special education classrooms. No existing research has examined the ability of participating students to generalize newly learned skills to novel adapted books. The current study seeks to add to the literature by investigating the use of the Pathways to Literacy reading program in inclusive preschool settings. Three questions were addressed. First, using a multiple baseline design across three students, the question of whether or not the reading program remained effective for the target student when introduced in this new setting was asked. Second, whether or not the target students were able to generalize their skills in the areas of engagement, listening comprehension, and communication was addressed via the introduction of novel adapted books. Finally, teachers' perceptions of the reading program were explored. Of particular interest were questions related to what changes they would recommend so that the reading program can be used in this new setting. Results suggest that the Pathways to Literacy reading program was effective in increasing both engagement and listening comprehension and communication for the targeted preschool students and these skills generalized to novel adapted books. Pre- and post-intervention interviews suggest that the teachers found the goals, procedures, and outcomes of the Pathways to Literacy reading program were generally appropriate for preschool students.
590 $a School code: 0028.
650 4 $a Special education. $3 516693
650 4 $a Early childhood education. $3 518817
650 4 $a Reading instruction. $3 2122756
690 $a 0529
690 $a 0518
690 $a 0535
710 2 $a University of California, Berkeley. $b Special Education. $3 3186107
773 0 $t Dissertation Abstracts International $g 77-01A(E).
790 $a 0028
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3720522