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Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
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Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Evaluating the relationship between CHC factors and independent living skills in college students
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Ретроспективный анализ проблемы оценки способностей к иностранному языку ... : RETROSPECTIVE ANALYSIS OF THE PROBLEM OF ASSESSMENT OF FOREIGN LANGUAGE ABILITIES ...
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Intelligence as a psychological mechanism for ecotheory of creativity
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The Effects of a Behavioral Momentum Blending Intervention on the Accuracy of Textual and Spelling Responses Emitted by Preschool Students with Blending Difficulties
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Abstract:
In 2 experiments, I tested the effects of a behavioral momentum blending procedure on the accuracy of component and composite textual and spelling responses emitted by 11 preschool students with disabilities, including autism and speech and language delays, using multiple probe designs across participants. The participants were between 3 and 4 years old and were selected to participate because they were receiving reading instruction, but they emitted low numbers of correct textual responses to words comprised of previously mastered phoneme-grapheme correspondences. Dependent measures in the experiment included blending responses to novel text stimuli, composite vocal blending responses in which no textual stimuli were used, and spelling responses. In addition, in Experiment 2, I tested the effects of the procedure on the reinforcing properties of textual stimuli. Prior to the intervention, the participants were taught to textually respond to a set of known, regular words comprised of up to five phonemic sounds represented by corresponding graphemes at a target rate (number per min). During the behavioral momentum blending intervention, participants responded to these words that were presented in rapid succession by the experimenter, followed by the immediate presentation of novel words. The experimenter provided a vocal model of the component phonemes which was systematically faded during each phase of the intervention. Results for Experiment 1 showed increases in textual, spelling, and vocal blending responses for five participants. In addition, results indicated that the participants textually responded to novel words and emitted more composite textual responses, or responses without emitting the component sounds prior to textually responding, when composite blending was modeled at the beginning of the probe session. In Experiment 2, I altered the intervention procedure to require composite only responding as a final step in the instructional sequence. Six new preschool students were selected to participate, and the dependent measures were the same as Experiment 1; however, I also tested for the presence of conditioned reinforcement for observing print prior to and following BMBI. Results showed significant effects for four of the participants following up to two phases of intervention but were less significant for two of the participants. Additionally, results indicated the establishment of conditioned reinforcement for observing print for the participants who textually responded at criterion level. These findings are discussed with regard to the educational significance of blending as a prerequisite for textual responding and the importance of the speaker-as-own-listener verbal repertoire in learning to read phonetically.
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Keyword:
Behavioral assessment of children; Children with disabilities--Education (Preschool); Education; Educational psychology; Preschool children--Language; Spelling ability
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URL: https://doi.org/10.7916/D8ZG88MZ
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Underestimated Swiss STEM potential? : Bright light on an international PISA comparison
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In: Cogent Education ; 5 (2018), 1. - 1443373. - Taylor and Francis. - eISSN 2331-186X (2018)
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"That's the test?" Washback Effects of an Alternative Assessment in a Culturally Heterogeneous EAP University Class
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In: Dissertations and Theses (2016)
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Using Reading CBM to Predict Performance on Smarter Balanced Assessment
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In: Theses, Dissertations and Capstones (2016)
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Developing a c-test to measure language ability as an alternative to a skills-based test Ingrid Sarapuu, Ene Alas
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 237-252 (2016) (2016)
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Consistency in performance in the group oral discussion test: an interactional competence perspective
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Understanding the role of oral vocabulary in reading comprehension difficulties
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| 14 |
The Visual Elements of Computer-based Language Assessment: Aspects and Effects
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015)
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An Interview with Professor Antony Kunnan
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 67-68 (2015) (2015)
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Learning-Oriented Assessment: The Learning Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 47-49 (2015) (2015)
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Language Assessment in Practice
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 41-46 (2015) (2015)
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Future Directions in Pragmatics Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 43-45 (2015) (2015)
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Determining and supporting the reading comprehension and metalinguistic abilities of undergraduate pre-service teachers.
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Social studies progress monitoring and intervention for middle school students
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