東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Effects of Conditioned Reinforce...

Cumiskey Moore, Colleen.

Linked to FindBook

Google Book

Amazon

博客來

The Effects of Conditioned Reinforcement for Reading on Reading Comprehension for 5th.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Conditioned Reinforcement for Reading on Reading Comprehension for 5th./
Author:	Cumiskey Moore, Colleen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	137 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.
Contained By:	Dissertation Abstracts International78-09B(E).
Subject:	Behavioral sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10276197
ISBN:	9781369748475

The Effects of Conditioned Reinforcement for Reading on Reading Comprehension for 5th.
Cumiskey Moore, Colleen.

The Effects of Conditioned Reinforcement for Reading on Reading Comprehension for 5th. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 137 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.

Thesis (Ph.D.)--Columbia University, 2017.

In three experiments, I tested the effects of the conditioned reinforcement for reading (R+Reading) on reading comprehension with 5th graders. In Experiment 1, I conducted a series of statistical analyses with data from 18 participants for one year. I administered 4 pre/post measurements for reading repertoires which included: 1) state-wide assessments, 2) district-wide assessments, 3) 20 min observational probes, and 4) preference probes. I utilized the standardized testing measurements to establish grade-level reading repertoires, while the additional two probes measured the reinforcement value of reading. Observational data were recorded in 10s whole-intervals; participants who were observed to read for 96 of the 120 intervals (80%) were considered to have R+Reading. The results demonstrated that R+Reading is significantly correlated with reading assessment outcomes. In Experiment 2, I implemented a two-year cross-sectional design with 33 participants, where I expanded the previous research to include probe trials for conditioned seeing (CS) and derivational responding (DR). Results of Experiment 2 indicated that increases in standardized testing scores were significantly correlated with R+Reading, and that CS and DR were prerequisite repertoires for the acquisition of R+Reading. In Experiment 3, I tested the effects of the peer-yoked contingency procedure on the reinforcement value of reading and assessed if increases in the reinforcement value of reading functioned to increase reading comprehension. Results indicated that increases in the reinforcement value of reading also was related to increases in reading comprehension.

ISBN: 9781369748475Subjects--Topical Terms:

529833
Behavioral sciences.

The Effects of Conditioned Reinforcement for Reading on Reading Comprehension for 5th.
LDR:02574nmm a2200289 4500 001 2126290
005 20171128071848.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369748475
035 $a (MiAaPQ)AAI10276197
035 $a AAI10276197
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cumiskey Moore, Colleen. $3 3288385
245 1 4 $a The Effects of Conditioned Reinforcement for Reading on Reading Comprehension for 5th.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 137 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: B.
500 $a Adviser: R. Douglas Greer.
502 $a Thesis (Ph.D.)--Columbia University, 2017.
520 $a In three experiments, I tested the effects of the conditioned reinforcement for reading (R+Reading) on reading comprehension with 5th graders. In Experiment 1, I conducted a series of statistical analyses with data from 18 participants for one year. I administered 4 pre/post measurements for reading repertoires which included: 1) state-wide assessments, 2) district-wide assessments, 3) 20 min observational probes, and 4) preference probes. I utilized the standardized testing measurements to establish grade-level reading repertoires, while the additional two probes measured the reinforcement value of reading. Observational data were recorded in 10s whole-intervals; participants who were observed to read for 96 of the 120 intervals (80%) were considered to have R+Reading. The results demonstrated that R+Reading is significantly correlated with reading assessment outcomes. In Experiment 2, I implemented a two-year cross-sectional design with 33 participants, where I expanded the previous research to include probe trials for conditioned seeing (CS) and derivational responding (DR). Results of Experiment 2 indicated that increases in standardized testing scores were significantly correlated with R+Reading, and that CS and DR were prerequisite repertoires for the acquisition of R+Reading. In Experiment 3, I tested the effects of the peer-yoked contingency procedure on the reinforcement value of reading and assessed if increases in the reinforcement value of reading functioned to increase reading comprehension. Results indicated that increases in the reinforcement value of reading also was related to increases in reading comprehension.
590 $a School code: 0054.
650 4 $a Behavioral sciences. $3 529833
650 4 $a Reading instruction. $3 2122756
690 $a 0602
690 $a 0535
710 2 $a Columbia University. $b TC: Applied Behavioral Analysis. $3 2093053
773 0 $t Dissertation Abstracts International $g 78-09B(E).
790 $a 0054
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10276197