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- Title
- VIDEOTAPED ORAL READING FLUENCY LAB: AN ALTERNATIVE APPROACH TO ONE-ON-ONE INTERVENTIONS FOR INTERMEDIATE ELEMENTARY STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Christner, Beth, Platt, Jennifer, University of Central Florida
- Abstract / Description
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The ability to read aloud fluently is a reflection of one's ability to automatically decode words and comprehend text at the same time (Samuels, 2006), a task which may be difficult for many intermediate elementary students with learning disabilities (LD) (Ferrara, 2005). Previous research shows that audio-assisted repeated readings and goal-setting with feedback are effective methods of improving oral reading fluency (ORF) (Chard, Vaughn, & Tyler, 2002; Morgan & Sideridis, 2006; Therrien...
Show moreThe ability to read aloud fluently is a reflection of one's ability to automatically decode words and comprehend text at the same time (Samuels, 2006), a task which may be difficult for many intermediate elementary students with learning disabilities (LD) (Ferrara, 2005). Previous research shows that audio-assisted repeated readings and goal-setting with feedback are effective methods of improving oral reading fluency (ORF) (Chard, Vaughn, & Tyler, 2002; Morgan & Sideridis, 2006; Therrien, 2004) but implementing these interventions may be time-consuming for teachers and tedious for students. The purpose of this research was to determine the impact of including repeated reading interventions within a problem-solving framework of services for individual intermediate students with LD. Specifically, this study investigated whether a videotaped delivery method of a repeated reading intervention improved ORF at the same rate as a one-on-one delivery method for four fifth-grade students with LD. Using an ABCBC alternating-phases design, the single-subject study began with a short baseline followed by two treatment phases. Phase B utilized one-on-one repeated reading interventions delivered by an experienced teacher. Phase C utilized a pre-recorded videotaped version of the same teacher following the same procedures. Both quantitative and qualitative data were analyzed to determine the preferred learning method for each participant. The results of this research reinforced the use of repeated reading interventions for individual intermediate elementary students with LD. All four participants met or exceeded the goal of 25% improvement in reading rates. Results also suggest value in devoting time to the preparation of prerecorded videotaped ORF interventions in order to meet the needs of some struggling learners. Consideration of individual learner characteristics was discussed, as well as consideration of time constraints faced by both general and special educators.
Show less - Date Issued
- 2009
- Identifier
- CFE0002793, ucf:48089
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002793
- Title
- Driving performance adaptation through practice with and without distracters in a simulated environment.
- Creator
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Gentzler, Marc, Smither, Janan, Neider, Mark, Rinalducci, Edward, Mcconnell, Daniel, Ray, Roger, University of Central Florida
- Abstract / Description
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A preponderance of research points to the detrimental effects of distraction on driving performance. An interesting question is whether practice can improve distracted driving. The results from the few longitudinal simulator-based research studies conducted on driving distraction have been inconclusive. This may be because practice effects could be confounded with participants adapting to driving in the simulator. Therefore, participants in the current studies were trained until performance...
Show moreA preponderance of research points to the detrimental effects of distraction on driving performance. An interesting question is whether practice can improve distracted driving. The results from the few longitudinal simulator-based research studies conducted on driving distraction have been inconclusive. This may be because practice effects could be confounded with participants adapting to driving in the simulator. Therefore, participants in the current studies were trained until performance reached a steady state prior to introducing the distracters.In this dissertation, two single-subject design studies were used to investigate the effects of training on distracted driving. The first study included two participants who experienced several different types of distracters. In the second study distracters were introduced before and after the training phase. The two distracters selected for Study 2 included conversing on a handheld phone and texting on a touchscreen phone continuously while driving in a city scenario. Previous research has not compared texting to phone, has had relatively littleexamination of texting and driving alone, and has primarily focused on hands-free phones and on highway settings. Participants drove on a city route which they had previously memorized to add realism to the driving task. Measures collected included speed maintenance, lane deviations/position errors, stop errors, and turn errors in both studies. In Study 2, subjective workload and reaction time were also collected.Findings indicated that training improved performance substantially for all participants in both studies compared to the initial baseline. Participants who experienced six and even nine sessions of the initial baseline did not necessarily improve more than those who only had three sessions. Performance for some participants did not improve in the initial baseline. The lower error levels in training remained fairly stable in subsequent baselines showing that actual learning did occur. Texting had higher error levels than phone both pre and post-training. There were no practice effects noticed for the distracters post-training for any of the participants, and in fact errors increased across sessions for phone and especially texting in Study 2. Training helped improve performance during the phone distraction more so than texting overall, although this varied for different dependent measures. Although errors were reduced after training in the distracter phases, the data actually showed that the performance difference between the baselines and the distracters pre-training was smaller than the differences post-training. Based on these findings, it is recommended that researchers conducting driving simulation research systematically train their participants on driving the simulator before they begin data collection.
Show less - Date Issued
- 2014
- Identifier
- CFE0005169, ucf:50658
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005169