東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Increased Complexity in Bidirectiona...

Baldonado, Lauren Ashley.

FindBook

Google Book

Amazon

博客來

Increased Complexity in Bidirectional Naming Stimulus Control Enhances Reading in First Graders.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Increased Complexity in Bidirectional Naming Stimulus Control Enhances Reading in First Graders./
作者:	Baldonado, Lauren Ashley.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	119 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-01, Section: B.
Contained By:	Dissertations Abstracts International83-01B.
標題:	Elementary education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28544065
ISBN:	9798516069482

Increased Complexity in Bidirectional Naming Stimulus Control Enhances Reading in First Graders.
Baldonado, Lauren Ashley.

Increased Complexity in Bidirectional Naming Stimulus Control Enhances Reading in First Graders. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 119 p.

Source: Dissertations Abstracts International, Volume: 83-01, Section: B.

Thesis (Ph.D.)--Columbia University, 2021.

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

In 2 experiments, I studied the effects of the establishment of Incidental Bidirectional Naming (Inc. BiN) for unfamiliar stimuli on reading comprehension for first-grade students. In Experiment 1, I measured the associations, differences, and predictive value between multiple measures of reading comprehension and Inc. BiN stimulus control in 22 first-grade students. Inc. BiN stimulus control was measured with familiar and unfamiliar stimuli and partitioned into groups according to degrees of Unidirectional Naming (UniN) and Inc. BiN. Measures of reading comprehension included the i-Ready® K-12 Adaptive Reading Diagnostic and Woodcock-Johnson® Tests of Achievement (WJIV®). Results indicated significant correlations between degrees of UniN for unfamiliar stimuli and reading comprehension. In Experiment 2, I studied the effects of the establishment of Inc. BiN for unfamiliar stimuli on multiple measures of reading comprehension in a single case, multiple probe design across dyads. I selected 3 dyads of first graders who textually responded at or above grade-level and demonstrated the absence of Inc. BiN stimulus control for unfamiliar stimuli. There were 3 reading comprehension measures: (1) explicit reading comprehension probe after reading a fiction and nonfiction passage, (2) read-do probe consisting of unfamiliar stimuli, and (3) WJIV® subtests. Participants acquired Inc. BiN stimulus control for unfamiliar stimuli through a Multiple Exemplar Instruction (MEI) intervention across listener and speaker responses. After participants demonstrated Inc. BiN stimulus control by emitting at least 80% accuracy across listener and speaker response topographies across two consecutive novel stimuli sets, I assessed reading comprehension performance. Results from experimenter-derived passage comprehension probes demonstrated increases across all 6 participants. Although read-do results were inconsistent, 5 participants demonstrated increases following the acquisition of Inc. BiN stimulus control. WJIV® results demonstrated the greatest increases in Passage Comprehension performance, while marginal and educationally significant increases were still observed across Reading Vocabulary and Reading Recall subtests.

ISBN: 9798516069482Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Bidirectional naming stimulus control

Increased Complexity in Bidirectional Naming Stimulus Control Enhances Reading in First Graders.
LDR:03413nmm a2200361 4500 001 2284448
005 20211123073024.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798516069482
035 $a (MiAaPQ)AAI28544065
035 $a AAI28544065
040 $a MiAaPQ $c MiAaPQ
100 1 $a Baldonado, Lauren Ashley. $3 3563615
245 1 0 $a Increased Complexity in Bidirectional Naming Stimulus Control Enhances Reading in First Graders.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 119 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-01, Section: B.
500 $a Advisor: Greer, R. Douglas.
502 $a Thesis (Ph.D.)--Columbia University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a In 2 experiments, I studied the effects of the establishment of Incidental Bidirectional Naming (Inc. BiN) for unfamiliar stimuli on reading comprehension for first-grade students. In Experiment 1, I measured the associations, differences, and predictive value between multiple measures of reading comprehension and Inc. BiN stimulus control in 22 first-grade students. Inc. BiN stimulus control was measured with familiar and unfamiliar stimuli and partitioned into groups according to degrees of Unidirectional Naming (UniN) and Inc. BiN. Measures of reading comprehension included the i-Ready® K-12 Adaptive Reading Diagnostic and Woodcock-Johnson® Tests of Achievement (WJIV®). Results indicated significant correlations between degrees of UniN for unfamiliar stimuli and reading comprehension. In Experiment 2, I studied the effects of the establishment of Inc. BiN for unfamiliar stimuli on multiple measures of reading comprehension in a single case, multiple probe design across dyads. I selected 3 dyads of first graders who textually responded at or above grade-level and demonstrated the absence of Inc. BiN stimulus control for unfamiliar stimuli. There were 3 reading comprehension measures: (1) explicit reading comprehension probe after reading a fiction and nonfiction passage, (2) read-do probe consisting of unfamiliar stimuli, and (3) WJIV® subtests. Participants acquired Inc. BiN stimulus control for unfamiliar stimuli through a Multiple Exemplar Instruction (MEI) intervention across listener and speaker responses. After participants demonstrated Inc. BiN stimulus control by emitting at least 80% accuracy across listener and speaker response topographies across two consecutive novel stimuli sets, I assessed reading comprehension performance. Results from experimenter-derived passage comprehension probes demonstrated increases across all 6 participants. Although read-do results were inconsistent, 5 participants demonstrated increases following the acquisition of Inc. BiN stimulus control. WJIV® results demonstrated the greatest increases in Passage Comprehension performance, while marginal and educationally significant increases were still observed across Reading Vocabulary and Reading Recall subtests.
590 $a School code: 0054.
650 4 $a Elementary education. $3 641385
650 4 $a Reading instruction. $3 2122756
650 4 $a Experimental psychology. $3 2144733
650 4 $a Educational psychology. $3 517650
653 $a Bidirectional naming stimulus control
653 $a Reading comprehension
653 $a First-grade students
690 $a 0524
690 $a 0525
690 $a 0535
690 $a 0623
710 2 $a Columbia University. $b TC: Applied Behavioral Analysis. $3 2093053
773 0 $t Dissertations Abstracts International $g 83-01B.
790 $a 0054
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28544065