Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
31
result(s) for
"Ehren, Barbara J"
Sort by:
Curriculum Vocabulary Learning of Fourth Graders Using the Vocabulary Scenario Technique
Purpose: The purpose of this study was to determine if a direct, explicit method of teaching vocabulary with the Vocabulary Scenario Technique -- General Education 16 Encounter (VSTGE16) protocol would yield gains in the vocabulary knowledge of fourth grade students in a general education classroom. Two research questions examined whether fourth grade students receiving VST-GE16 instruction with 16 instructor-led encounters per word, eight words taught per week for 90 min a week over 4 weeks demonstrated greater gains on a multiple-choice synonym test and a fill-in-the-blank words-in-context test than fourth grade students taught the same number of words, in the same time frame, using a vocabulary teaching method typically employed by a fourth grade teacher. Method: The study was a quasi-experimental design, with a pretest and posttest multiple-choice synonym and fill-in-the-blank words-in-context measures administered. Students with complete data sets were included in the analyses (synonym, N = 38; words-in-context, N = 37). Participants in both groups were taught eight curriculum vocabulary words per week for 90 min a week across four consecutive weeks (32 words). Results: An analysis of covariance on posttreatment outcomes yielded the following: The treatment group scored significantly higher on the synonym measure, F(1, 35) = 14.76, p < 0.001; g = 1.04, and the words-in-context measure, F(1, 34) = 43.66, p < 0.001; g = 1.59, than did the comparison group. Conclusions: The results indicated that the VST-GE16 protocol has potential as an effective, efficient method to use when directly teaching curriculum vocabulary words to fourth grade students in general education classrooms.
Journal Article
The Effect of Metalinguistic Sentence Combining on Eighth-Grade Students' Understanding and Written Expression of Comparison and Contrast in Science
Purpose: The purpose of this study was to examine whether sentence combining with an explicit metalinguistic approach in comparison to typical science instruction was effective in improving written expression and understanding of comparison/contrast in science for eighth-grade students who struggle with literacy. Method: Eighty-four eighth-grade students who struggle with literacy participated in this study. The experimental group (n = 36) received the writing intervention of metalinguistic sentence combining (MSC) during their science class for a total of 400 min (20 intervention sessions, 20 min each), while the comparison group (n = 48) participated in their typical science instruction. Total science instruction time was held constant for both groups. All students completed pretests and posttests to determine an increase in (a) syntactic factors of academic science text such as longer sentence length and use of syntactic forms of connectives, targeted connectives, left embeddedness, and agentless passive voice when responding to a science compare and contrast writing prompt; and (b) listing similarities and differences between two science concepts on a graphic organizer. Results: Treatment was effective in improving the experimental group's score in listing similarities and differences between two science concepts on a graphic organizer. There were no significant differences between the two groups in their use of syntactic factors typical of academic text when responding to a science compare and contrast writing prompt. Conclusions: MSC was effective in improving the experimental student's ability to demonstrate understanding of comparison and contrast in science. Modifications to the MSC intervention may yield better results in the experimental group's post-treatment writing in future studies.
Journal Article
Expanding Pockets of Excellence in RTI
A recent survey on implementation of Response to Instruction/Intervention
(RTI) found 94% of participating schools implementing some level of RTI (\"Global Scholar,\" 2011). Therefore, it is logical to assume that most educators have heard about the concepts at the heart of RTI, even though specific iterations and names of the frameworks may differ from place to place. They may know about multiple \"tiers\" of instruction and intervention, rooted in high-quality core instruction with sound assessment and data based decision making that informs instruction. The premise of this article is that a narrow focus on developing high quality RTI implementation within one's own immediate purview is necessary but insufficient. Professionals working directly with students need to assist in making RTI the comprehensive, system wide framework it is meant to be. They need to think and act beyond developing pockets of excellence in their own venues and work toward having a greater impact on the overall success of RTI. Five focal points are discussed as a blueprint for this work: (1) functioning
as a leader; (2) working toward creating critical mass; (3) focusing on the intent of RTI; (4) challenging myths; and (5) cultivating collaborations. (Contains 1 table.)
Journal Article
Looking Through an Adolescent Literacy Lens at the Narrow View of Reading
Contact author: Barbara J. Ehren, University of Central Florida, 4000 Central Florida Boulevard, Orlando, FL 32826. E-mail: behren{at}mail.ucf.edu .
Purpose: This commentary is a personal reaction to A. G. Kamhi's (2007) article on the \"narrow view\" of reading and his suggestion that this view be adopted as a way to address the reading problems of children and adolescents.
Method: In this article, I consider the narrow view of reading from an adolescent literacy perspective and discuss the practical implications of adopting this view in the schools. Discussion revolves around the complexities of reading comprehension, comprehension as a teachable set of complex processes, and the speech-language pathologist's role in reading comprehension.
Conclusion: Although I acknowledge that the narrow view of reading may have merit, I opine that it may create more problems than it solves.
KEY WORDS: adolescent literacy, reading comprehension, reading
CiteULike Connotea Del.icio.us Digg Facebook Reddit Technorati Twitter What's this?
Journal Article
Data-Based Decision Making in Professional Learning for School Speech-Language Pathologists
Purpose: School-based speech-language pathologists (SLPs) are often asked to adopt new policies or practices at the school, district, or state level. Professional learning (PL) opportunities usually accompany these changes but are often delivered in a one-size-fits-all workshop format. The authors challenge school-based SLPs and district leadership to consider PL in a new light, guided by data-based decision making to ultimately improve student outcomes. Method: This article discusses the research supporting the assessment and delivery of high-quality PL for school professionals, including SLPs, and a specific model for measuring change--the concerns-based adoption model (CBAM; Hall & Hord, 2015). An example of how CBAM was used to examine the adoption process with school-based SLPs in a large school district is provided. Conclusion: Based on the review of the literature, the current approach to PL experienced by most SLPs is problematic. High-quality PL should target improvement in student outcomes and should be focused, ongoing, supported, and evaluated.
Journal Article
A Randomized Controlled Trial of an Inference Generation Strategy Intervention for Adults With High-Functioning Autism Spectrum Disorder
The present intervention study investigated the efficacy of the ACT & Check Strategy intervention to improve inference generation when reading, metacognitive ability, general reading comprehension, and social inference ability in adults with high-functioning autism spectrum disorder (HF-ASD).
Twenty-five adults with HF-ASD were randomly assigned to either a treatment or a control group. Treatment sessions were conducted in 1-hr sessions, twice a week, for a total of 6 weeks. Treatment focused on explicit instruction of components of inference generation, categories of inferences, and increasingly independent strategy use.
The treatment group demonstrated significantly superior performance on 1 of 2 measures of inference generation in reading and 1 measure of metacognitive ability compared with the control group. Significant differences between groups were not found on measures of reading comprehension or social inference ability.
These findings suggest that the ACT & Check Strategy was effective in improving participants' ability to generate inferences in reading and certain metacognitive abilities, but the skills do not appear to generalize to other social communication contexts, such as social inference generation. This research provides a measure of support for explicitly teaching inference generation to address a reading inference deficit in adults with HF-ASD.
Journal Article
Using the Content Literacy Continuum as a Framework for Implementing RTI in Secondary Schools
This article discusses the Content Literacy Curriculum (CLC) as a framework for conceptualizing and implementing Response to Intervention (RTI) at the secondary level. It is our belief that the CLC offers an excellent RTI implementation framework for secondary schools interested in addressing literacy in the context of improved academic achievement as a schoolwide effort. CLC implementation can be accomplished within a general problem-solving approach to RTI. However, a few components may need amplification for the CLC to become a comprehensive RTI system: Universal screening must address all the important aspects of literacy, including writing; schools must develop a broader approach to progress monitoring; schools must pay closer attention to the scope and function of decision-making teams; and, although fluid movement across levels has always been an important component of the CLC, for RTI to work, greater attention to this aspect is needed.
Journal Article
Maintaining a Therapeutic Focus and Sharing Responsibility for Student Success: Keys to In-Classroom Speech-Language Services
Although speech-language pathologists in the schools are being encouraged to provide services more inclusively, they often express concern that they are becoming like classroom teachers and are “watering down” the therapy they should be providing to students on their caseloads. This article explores these concerns and offers solutions to the role confusion and dissatisfaction of many speech-language pathologists who provide in-classroom speech-language services. Two key principles are offered to preserve the speech-language pathologist’s role identity and the integrity of services provided: maintaining a therapeutic focus and sharing the responsibility for student success.
Journal Article
The negative nickname
Are you shocked by this request from someone with a long history of advocating for school-based speech-language pathologists to deliver services in classrooms? The right language can help promote the idea of services delivered in the classroom. [...]I suggest an alternative.
Journal Article