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

Effectiveness of Repeated Reading an...

Guthrie, Regina M.

Linked to FindBook

Google Book

Amazon

博客來

Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder./
Author:	Guthrie, Regina M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	122 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10826155
ISBN:	9780438008854

Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder.
Guthrie, Regina M.

Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 122 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (Ed.D.)--Western Kentucky University, 2017.

This item must not be sold to any third party vendors.

As the incidence rate of children with Autism Spectrum Disorder (ASD) appears to increase, the need for evidence-based reading interventions for these students, which are important for the reading development of students with ASD, also increases. Unfortunately, there has been little research on evidence-based strategies to effectively improve the reading fluency skills of students with ASD. Repeated reading and error correction methods have been effective for children in improving their reading fluency. This study used a single subject multiple baseline design to investigate the effectiveness of the evidence-based strategies of repeated reading and error correction strategies on the reading fluency skills children with ASD. Four students with ASD received the intervention of repeated reading only and then repeated reading with an error correction method. Results supported an improvement the reading fluency skills of the children with ASD as evidenced by an increase in the correct words per minute read in three out of the four children with the use of repeated reading only. With the combination of repeated reading and error correction method, there was a significant reduction in the errors per minute in two of the four children and a moderate effect on the correct words per minute in two of the four children. This study provides preliminary evidence of the usefulness of repeated reading and error correction to improve the reading fluency skills in children with ASD.

ISBN: 9780438008854Subjects--Topical Terms:

516579
Education.

Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder.
LDR:02640nmm a2200337 4500 001 2207577
005 20190920131255.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780438008854
035 $a (MiAaPQ)AAI10826155
035 $a (MiAaPQ)wku:10057
035 $a AAI10826155
040 $a MiAaPQ $c MiAaPQ
100 1 $a Guthrie, Regina M. $3 3434562
245 1 0 $a Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 122 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Kim, Samuel Y.
502 $a Thesis (Ed.D.)--Western Kentucky University, 2017.
506 $a This item must not be sold to any third party vendors.
520 $a As the incidence rate of children with Autism Spectrum Disorder (ASD) appears to increase, the need for evidence-based reading interventions for these students, which are important for the reading development of students with ASD, also increases. Unfortunately, there has been little research on evidence-based strategies to effectively improve the reading fluency skills of students with ASD. Repeated reading and error correction methods have been effective for children in improving their reading fluency. This study used a single subject multiple baseline design to investigate the effectiveness of the evidence-based strategies of repeated reading and error correction strategies on the reading fluency skills children with ASD. Four students with ASD received the intervention of repeated reading only and then repeated reading with an error correction method. Results supported an improvement the reading fluency skills of the children with ASD as evidenced by an increase in the correct words per minute read in three out of the four children with the use of repeated reading only. With the combination of repeated reading and error correction method, there was a significant reduction in the errors per minute in two of the four children and a moderate effect on the correct words per minute in two of the four children. This study provides preliminary evidence of the usefulness of repeated reading and error correction to improve the reading fluency skills in children with ASD.
590 $a School code: 1763.
650 4 $a Education. $3 516579
650 4 $a Special education. $3 516693
650 4 $a Reading instruction. $3 2122756
690 $a 0515
690 $a 0529
690 $a 0535
710 2 $a Western Kentucky University. $b Educational Leadership Doctoral Program. $3 3351280
773 0 $t Dissertations Abstracts International $g 79-12A.
790 $a 1763
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10826155