Vol. 1(2) SEP 2011 - SAVAP International

More documents

Recommendations

Info

Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 for each session during the reading racetrack phases. Unfortunately, we could not provide any evidence that the reading intervention would have been effective without the use of our reward system. The present research adds to the growing literature on the positive outcomes when racetrack procedures are employed (McLaughlin, Weber, Derby, Hyde, Violette, Barton, et al., 2009). The present outcomes replicate our previous research (Anthony et al., 1997; Falk et al., 2003; Printz et al., 2006; Rinaldi & McLaughlin, 1996; Rinaldi et al., 1997). Also, we were able to demonstrate that reading racetracks could be effective with a student with mild intellectual disabilities. Racetrack procedures could be employed with other subject matter areas such as math (Beveridge, Weber, Derby, & McLaughlin, 2005). Additional research in such subject-matter areas such as spelling, social studies, and science appears warranted. This study demonstrates that reading racetracks paired with flashcards and a reward system was an effective way to teaching sight words to two participants with moderate disabilities in a self-contained classroom. To better evaluate the effects of reading racetracks, data could be gathered from various settings and with students with various disabilities. Finally, one could compare the effects of reading racetracks with and without employing a reward system. One could employ an alternating treatments design (Barlow et al., 2008) to add and remove such a system across racetracks as a way to assess its contributions of classroom reward procedures. AKNOWLEDGEMENT The researcher would like to thank the participants and their parents for their cooperation, support, and enthusiasm for learning. Also, we would like to extend her gratitude toward the cooperating teachers for their assistance and guidance throughout this study. Author(s) Note This research was completed in partial fulfillment for the Bachelor of Education in Special Education at Gonzaga University. Requests for reprints should be addressed to the authors, Department of Special Education, Gonzaga University, Spokane, WA 99258-0025 or via email at mclaughlin@gonzaga.edu REFERENCES Adams, G. L. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Alberto, P. A., & Troutman, A. (2008). Applied behavior analysis for teachers (8 th ed.). Saddle River, NJ: Prentice-Hall/Pearson. Upper Arkoosh, M., Weber, K. P., & McLaughlin, T. F. (2009). The effects of motivational/reward system and a spelling racetrack on spelling performance in general education: A case report. The Open Education Journal, 2, 17-20. Askov, E. N. (1991). Literacy: Impact on the workplace, family, and school. Education, 111, 542,548. Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 141
Academic Research International ISSN: 2223-9553 Volume 1, Issue 2, September 2011 Anthony, C., Rinaldi, L., Hern, C., & McLaughlin, T. F. (1997). Reading racetracks: A direct replication and analysis with three elementary students. Journal of Precision Teaching and Celeration, 14(2), 31-36. Barlow, D. H., Nock, M., & Hersen, M. (2008). Single case research designs: Strategies for studying behavior change (3 rd ed.). New York: Allyn and Bacon. Bennett, K. J., Brown, S. K., Boyle, M., Racine, Y., & Offord, D. (2003). Does low reading achievement at school entry cause behavior problems. Social Science & Medicine, 56, 2443-2448. Beveridge, B., Weber, K. P., Derby, K. M., & McLaughlin, T. F. (2005). The effects of a math racetrack with two elementary students with learning disabilities. International Journal of Special Education, 20(2), 58-65. Carnine, D., & Silbert, J., Kameenui, E. J., & Tarver, S. G. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Merrill/Pearson. Chambers, D., Dunn, C., & Rabren, K. (2004). Variables affecting students’ decisions to drop out of school. Remedial & Special Education, 25, 314-325. Falk, M., Band, M., & McLaughlin, T. F. (2003). The effects of reading racetracks and flashcards on sight word vocabulary of three third grade students with a specific learning disability: A further replication and analysis. International Journal of Special Education. 18(2). 57-61 Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral reading vocabulary knowledge: Differences by class and race. Social Science Research, 33, 464-467. Gersten R., & Keating, T. (1987). Long term benefits from direct instruction. Educational Leadership, 44(6), 28-31. Gersten, R., Keating, T., & Becker W. C. (1988). The continued impact of the Direct Instruction Model: Longitudinal studies of Follow Through students. Education and Treatment of Children, 11, 318-327. Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–180. Howard, V. F., McLaughlin, T. F., & Vacha, E. F. (1996). Educational capital: A proposed model and its relationship to academic and social behavior of children at risk. Journal of Behavioral Education, 6, 135-152. Hudson, R., Lane, H., & Pullen, P. (2005). Reading fluency assessment and instruction: What, why, and how The Reading Teacher, 58, 702-714. Hyde, C. A., McLaughlin, T. F., & Everson, M. (2009). The effects of reading racetracks on the sight word fluency and acquisition for two elementary students with disabilities: A further replication and analysis. The Open Social Science Journal, 2, 1-4. Kauffman, J. M. (2008). Characteristics of emotional and behavioral disorders of children and youth (8th ed.). Upper Saddle River, NJ: Merrill/Pearson Education. Kazdin, A. E. (2010). Single case research designs: Methods for clinical and applied settings (2 nd ed.). New York: Oxford University Press. Copyright © 2011 SAVAP International www.savap.org.pk www.journals.savap.org.pk 142
Page 3 and 4:
‘Research for Peace and Developme
Page 5:
Academic Research International ISS
Page 8 and 9:
Page 10 and 11:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Academic Research International Mu
Page 29 and 30:
Page 31 and 32:
Academic Research International 1-
Page 33 and 34:
Page 35 and 36:
Academic Research International * 2
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Academic Research International 1.
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100: Academic Research International ISS
Page 107 and 108: Academic Research International { l
Page 109 and 110: Academic Research International 2 b
Page 129 and 130: Academic Research International 2.5
Page 141: Academic Research International ISS
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
Page 280 and 281:
Page 282 and 283:
Page 284 and 285:
Page 286 and 287:
Page 288 and 289:
Page 290 and 291:
Page 292 and 293:
Page 294 and 295:
Page 296 and 297:
Page 298 and 299:
Page 300 and 301:
Page 302 and 303:
Page 304 and 305:
Page 306 and 307:
Page 308 and 309:
Page 310 and 311:
Page 312 and 313:
Page 314 and 315:
Page 316 and 317:
Page 318 and 319:
Page 320 and 321:
Page 322 and 323:
Page 324 and 325:
Page 326 and 327:
Page 328 and 329:
Page 330 and 331:
Page 332 and 333:
Page 334 and 335:
Page 336 and 337:
Page 338 and 339:
Page 340 and 341:
Page 342 and 343:
Page 344 and 345:
Page 346 and 347:
Page 348 and 349:
Page 350 and 351:
Page 352 and 353:
Page 354 and 355:
Page 356 and 357:
Page 358 and 359:
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
Page 368 and 369:
Page 370 and 371:
Page 372 and 373:
Page 374 and 375:
Page 376 and 377:
Page 378 and 379:
Page 380 and 381:
Page 382 and 383:
Page 384 and 385:
Page 386 and 387:
Page 388 and 389:
Page 390 and 391:
Page 392 and 393:
Page 394 and 395:
Page 396 and 397:
Page 398 and 399:
Page 400 and 401:
Page 402:
Page 405 and 406:
Page 407 and 408:
show all

Vol. 1(2) SEP 2011 - SAVAP International

Create successful ePaper yourself

Delete template?

Save as template?