SavedAdd your journal

Journals / Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi / 2015 / Cilt: 16 - Sayı: 1

A Comparison of the Effectiveness of Skill-Based, Performance-Based and Integrated Intervention Programs in Enhancing the Reading Fluency of Students with Low Vision

Az Gören Öğrencilerin Okuma Akıcılığının Artırılmasında Beceri Temelli, Performans Temelli ve Birleştirilmiş Müdahale Programlarının Etkililiklerinin Karşılaştırılması *

Selda ÖZDEMİR
Şevket ÇAKIR
Pages
75–100
Publication Date
2022-10-11
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The independent variables of the study were repeated readings, performance feedback, passage preview, performance feedback+reward, repeated readings+reward and repeatedreadings+performance feedback.The results showed that the most effective intervention that increased the reading fluencyof students with low vision was varied among the participants.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to evaluate the effectiveness of skill-based, performance-based and integrated interventions inimproving reading fluency of students with low vision.
📊
Key Findings & Data:The study was conducted intwophases, a brief experimental analysis (BEA) phase and an extended analysis (EA) phase.In order to determine the most effective two interventions or intervention packages, thebrief experimental analysis was implemented to increase the reading fluencyof students with low vision.
💡
Conclusion & Impact:The independent variables of the study were repeated readings, performance feedback, passage preview, performance feedback+reward, repeated readings+reward and repeatedreadings+performance feedback.The results showed that the most effective intervention that increased the reading fluencyof students with low vision was varied among the participants.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study was to evaluate the effectiveness of skill-based, performance-based and integrated interventions inimproving reading fluency of students with low vision. Participants were four students, two girls, two boys enrolledin an elementary school for students with visual impairments located in Ankara. Two of the participants were fifth graders and the remaining two were fourth graders. The study was conducted intwophases, a brief experimental analysis (BEA) phase and an extended analysis (EA) phase.In order to determine the most effective two interventions or intervention packages, thebrief experimental analysis was implemented to increase the reading fluencyof students with low vision. A brief multi-element design was used during the BEA phase. An alternating treatment designwas implemented in the extenden analysis phase. The independent variables of the study were repeated readings, performance feedback, passage preview, performance feedback+reward, repeated readings+reward and repeatedreadings+performance feedback.The results showed that the most effective intervention that increased the reading fluencyof students with low vision was varied among the participants.

Özet

Bu araştırmanın amacı; az gören öğrencilerin okuma akıcılıklarını artırmada beceri temelli, performans temelli ve birleştirilmiş müdahale programlarının etkililiklerinin karşılaştırılmasıdır. Araştırmanın katılımcıları, Ankarada bir görme engelliler okuluna devam eden iki kız, iki erkek toplam dört öğrencidir. Katılımcıların ikisi beşinci sınıfa, diğer ikisi ise dördüncü sınıfa devam eden öğrencilerdir. Araştırma kısa deneysel analiz (KDA) ve genişletilmiş analiz (GA) olmak üzere iki aşamada tamamlanmıştır. Az gören öğrencilerin okuma hızlarını artırmada en etkili iki müdahale veya müdahale paketinin belirlenmesi amacıyla yapılan KDA aşamasında tek denekli deneysel desenlerden kısa çoklu uygulama deseni kullanılmıştır. GA aşamasında tek denekli deneysel desenlerden dönüşümlü uygulamalar deseni kullanılmıştır. Araştırmanın bağımsız değişkenleri tekrarlı okuma, performans dönütü, model okuma, performans dönütü + ödül, tekrarlı okuma + ödül, tekrarlı okuma + performans dönütüdür. Araştırmanın sonuçları az gören öğrencilerde okuma hızını artıran en etkili müdahale veya müdahale paketinin katılımcılara göre farklılaştığını göstermiştir.

🔖

Cite This Article

ÖZDEMİR, S., ÇAKIR, Ş. (2022). A Comparison of the Effectiveness of Skill-Based, Performance-Based and Integrated Intervention Programs in Enhancing the Reading Fluency of Students with Low Vision. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Cilt: 16 - Sayı: 1, 75–100. https://ajindex.com/articles/442743

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Alberto, P. A., & Troutman, A. C. (2012). Applied behavior analysis for teachers (9 edition). Ohio: Pearson Education. Apak, Ö., İnci, S., Şahin, İ., ve Turan, H. (2006). İlk okuma öğretiminde ses temelli cümle yöntemiyle çözümleme yönteminin karşılaştırılması. Milli Eğitim Dergisi, 171, 109-129.
  2. Bay, Y. (2010). Ses temelli cümle yöntemiyle ilk okuma yazma öğrenen ilköğretim birinci sınıf öğrencilerinin okuma yazma hızları ve okuduğunu anlama düzeyleri. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 257-277.
  3. Birnbrauer, J. S, Peterson C. R., & Solnick, J. V. (1974). Design and interpretation of studies of single subject. American Journal of Mental Deficiency,79, 191-203.
  4. Bosman, A. M., Gompel, M., Vervloed, M. P., & Van Bon, W. H. (2006). Low vision affects the reading process quantitatively but not qualitatively. The Journal of Special Education, 39(4), 208-219.
  5. Burns, M. K., & Wagner, D. (2008). Determining an effective intervention within a brief experimental analysis for reading: A meta-analytic review. School Psychology Review, 37, 126-136.
  6. Carnine, D., Silbert, J., & Stein, M. (1990). Direct instruction in mathematics. USA: Merril Publishing Company. Cates, G. L., Thomason, K., Havey, M., & McCormick, C. (2006). A preminary of the effects of reading fluency interventions on comprehension: Using brief experimental analysis to select reading interventions. Journal of Applied School Psychology, 23, 133-154.
  7. Chafouleas, S. M., Martens, B. K., Dobson, R. L., Weinstein, K. S., & Gardner, K. B. (2004). Fluent reading as the improvement of stimulus interventions to repeated reading on students reading and error eates. Journal of Behavioral Education, 13, 67-81.
  8. Chiesa, M., & Robertson, A. (2000). Precision teaching and fluency training: Making maths easier for pupils and teachers. Educational Psychology in Practice, 16(3), 297-310.
  9. Clark, C. H. (1995). Teachings about reading: A fluency example. Reading Horizons, 35, 250-266.
  10. Cooper, J., Heron, T., & Heward, W. (1987).
  11. Applied behavior analysis. Colombus, OH: Merill. Corn, A., Bell, J., Jose, R., & Perez, A. (2002). An initial study of reading and comprehension rates for students who received optical devices. Journal of Visual Impairment and Blindness, 5(1), 322-334.
  12. Conte, K. L., & Hintze, J. M. (2000). The effects of performance feedback and goal setting on oral reading fluency within curriculum-based measurement. Assessment for Effective Intervention, 25(2), 85-98.
  13. Cox, E. M. (2003). Contextual s