ERIC Number: EJ1210691
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Evaluating a Self-Regulated Strategy Development Reading-Comprehension Intervention for Emerging Bilingual Students with Learning Disabilities
Jozwik, Sara L.; Cuenca-Carlino, Yojanna; Mustian, April L.; Douglas, Karen H.
Preventing School Failure, v63 n2 p121-132 2019
Simultaneous development of academic language and reading comprehension is critical for emerging bilingual students' academic success. With a focus on reading comprehension, this study extends the research on self-regulated strategy development (SRSD) to include emerging bilingual students with learning disabilities. Through a multiple probe across participants design, researchers evaluated effects of instruction on fifth-grade participants' use of reading-comprehension strategies and accuracy with comprehension-question answering. Intervention sessions lasted 32 minutes and met for 61 consecutive school days. Visual analyses indicated level changes and a functional relation between SRSD instruction and scores depicting strategy use and question-answering accuracy. Furthermore, participants reported high satisfaction with the goals, procedures, and outcomes of the intervention. Implications for supporting emerging bilingual students with learning disabilities are discussed.
Descriptors: Learning Strategies, Bilingualism, Academic Language, Reading Comprehension, Academic Achievement, Metacognition, Learning Disabilities, Accuracy, Correlation, Scores, Intervention, Grade 5, Elementary School Students, English Language Learners, Individualized Education Programs, Scoring, Reading Instruction, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Authoring Institution: N/A