Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders

Barwasser, Anne; Urton, Karolina; Grünke, Matthias

doi:10.3389/fpsyg.2021.671385

Cited by 5 publications

(4 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, the social validity rating showed broad acceptance of the intervention, which is an important factor, especially considering the ages of the participants and the playful nature of the intervention. Overall, these findings are in line with previous research on combined racetrack studies (Barwasser et al, 2021a;Barwasser et al, 2021b;Barwasser et al, 2021c;Grünke, 2019). Some students already started with higher scores in phase A, which limited the degree of improvement in phase B.…”

Section: Main Findingssupporting

confidence: 91%

“…Automatisation of items is an important factor to relieve the working memory (Sullivan et al, 2013). Several studies with RT were able to show improvements in sight word reading for students with and without disabilities in primary and secondary education (Barwasser et al, 2021a; Barwasser et al, 2021b; Barwasser et al, 2021c; Grünke & Barwasser, 2019; Sperling et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Peer‐reading racetracks for word reading of low‐achieving graduating students with learning disabilities and behavioural problems

Barwasser¹,

Nobel²,

Grünke³

2022

British J Special Edu

Self Cite

View full text Add to dashboard Cite

The number of students with reading difficulties is increasing and reading motivation is decreasing. Although serious reading problems can still persist during secondary education, most reading instruction happens in primary schools. In particular, students with learning disabilities and externalising behavioural problems are confronted with hurdles in reading literacy that need to be overcome. For this reason, this study focused on a simple reading intervention to promote sight vocabulary in 10th grade readers with learning disabilities and behavioural problems. A peer-tutored motivational reading racetrack intervention was implemented three times a week over a five-week period through a multiple baseline design across participants in three small groups. The results indicate that the combined intervention is an appropriate method to help students, even those in a graduating class, to improve their sight words in a short period of time, and thus provide them with important reading skills.

show abstract

Section: Main Findingssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Peer‐reading racetracks for word reading of low‐achieving graduating students with learning disabilities and behavioural problems

Barwasser¹,

Nobel²,

Grünke³

2022

British J Special Edu

Self Cite

View full text Add to dashboard Cite

show abstract

“…Racetracks has shown positive effects on reading fluency in several studies (Barwasser et al, 2021;Erbey et al, 2011;Green et al, 2010;Grünke, 2019;Hopewell et al, 2011;Hyde et al, 2009;Sperling et al, 2019 and it can be used with a wide range of learners (Falk et al, 2003), which makes it useful for students in inclusion settings. However, all respective studies used a one-onone teaching approach, unsuitable for inclusive classroom instruction.…”

Section: A Cooperative Game-based Approach To Integrate Repeated Reading Into Regular Inclusive Classroom Instructionmentioning

confidence: 99%

Fostering word fluency of struggling third graders from Germany through motivational peer-tutorial reading racetracks

et al. 2021

Self Cite

View full text Add to dashboard Cite

Automation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension. Recent research shows that the percentage of struggling elementary school readers in Germany is increasing, speaking to the need for widespread implementation of effective word recognition interventions. This pilot study aims to provide preliminary evidence of the effectiveness of peer-tutorial reading racetrack training with an integrated motivational system for the sight word fluency of German struggling elementary school students. The intervention comprised twelve 15-min teaching units over a period of three weeks. To encourage reading motivation, the intervention included graphing of performance scores and a group contingency procedure. A control-experimental group design (N = 44) with pre-, post-, and two follow-up measurements (each after five weeks) was employed to investigate the impact of the treatment on decoding sight words at an appropriate speed. Results demonstrated a significant performance increase in the treatment group, relative to the control group. The effect size can be considered very high (partial η2 = .76), indicating that this brief training has the potential to enhance the word recognition of struggling elementary students.

show abstract

“…However, as it is believed that one of the duties of elementary school teachers is to train students to read fluently, this is primarily done at the lower levels. As a result, secondary reading promotion is frequently disregarded (Barwasser et al 2021). Reading, writing, speaking, and listening are just a few functional skills that are impacted by learning disabilities.…”

Section: Introductionmentioning

confidence: 99%

Regions with the highest rates of teacher certification and students' cognitive milestones with learning disabilities or emotional/behavioral issues

Ambulkar,

Rani S.,

Rastogi

2023

Multidiscip. Sci. J.

View full text Add to dashboard Cite

The teacher's special education certification (SPEC) degree is a barometer for their competence in study, practice, and policy. This research compared the test scores of elementary and middle school children with learning disabilities and emotional and behavioural disorders taught by Special Education Teachers (SET) to those of students who General Education Teachers (GET) led in the same subject areas. The type of certification for teachers has little impact on most student groupings. In Learning Disabilities (LD) and regular education, students with LD and more extraordinary intellectual ability performed better in English language arts (ELA) with a trained teacher. Students with Emotional Behavioural Disorders (EBD) who were less proficient in mathematics were less likely to be helped by SET compared to General Education (GE) and Licensed Special Education Teachers (LSET). These words' actual meanings are examined concerning SET quality measures. The outcomes reported here should be understood under several constraints. Operational datasets, like the one utilized in this study, rarely contain data on crucial factors that affect an exceptional education-certified or dual-certified teacher's capacity for effectiveness.

show abstract

Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders

Cited by 5 publications

References 54 publications

Peer‐reading racetracks for word reading of low‐achieving graduating students with learning disabilities and behavioural problems

Peer‐reading racetracks for word reading of low‐achieving graduating students with learning disabilities and behavioural problems

Fostering word fluency of struggling third graders from Germany through motivational peer-tutorial reading racetracks

Regions with the highest rates of teacher certification and students' cognitive milestones with learning disabilities or emotional/behavioral issues

Contact Info

Product

Resources

About