A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

2018 ◽  
Vol 40 (3) ◽  
pp. 131-149 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sunyoung Park ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Main Idea ◽  
Single Case Design ◽  
Quasi Experimental ◽  
Comprehensive Search ◽  
Single Case Designs

This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12; targeted summarizing or main idea instruction; used an experimental, quasi-experimental, or single-case design; and included a reading comprehension outcome. A meta-analysis of 23 group design studies resulted in a statistically significant mean effect of 0.97. Group size, number of sessions, grade level, and publication year did not moderate treatment effect. Visual analysis of six single-case designs yielded strong evidence for retell measures and a range of evidence for short-answer comprehension measures. Findings suggest that main idea and summarizing instruction may improve struggling readers’ main idea identification and reading comprehension. Limitations include the lack of standardized measures and the unreported, changing description of the counterfactual.

The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders’ Main Idea Statements About Informational Text

2017 ◽  
Vol 43 (2) ◽  
pp. 290-301 ◽  
Author(s):  
Jade Wexler ◽  
Deborah K. Reed ◽  
Erin E. Barton ◽  
Marisa Mitchell ◽  
Erin Clancy
Keyword(s):  
Juvenile Offenders ◽  
Juvenile Justice ◽  
Struggling Readers ◽  
Reading Intervention ◽  
Visual Analysis ◽  
Juvenile Justice System ◽  
Single Case ◽  
Main Idea ◽  
Informational Text ◽  
Main Ideas

Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading. A multiple-baseline-across-participants single-case research design was used to examine the relationship between a supplemental peer-mediated reading intervention and juvenile offenders’ generation of main idea statements about informational text, which we used as an indicator of reading comprehension. Overall, students demonstrated considerable variability across conditions, which may have been related to contextual factors in the juvenile justice facility. Visual analysis of the results suggested a moderately positive, although variable, impact on students’ generation of main ideas. Implementing rigorously designed research in juvenile justice facilities remains challenging. We discuss implications for providing supplemental reading intervention for struggling readers within these settings.

The Effects of Social Skill Interventions for Adolescents With Autism: A Meta-Analysis

2020 ◽  
pp. 074193252095636 ◽  
Author(s):  
Salena Babb ◽  
Tracy J. Raulston ◽  
David McNaughton ◽  
Joo-Young Lee ◽  
Rachel Weintraub
Keyword(s):  
General Education ◽  
Social Skill ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Effect Sizes ◽  
Single Case Design ◽  
Adolescents With Autism ◽  
Adolescents With Asd

Communicating with peers often poses challenges for individuals with autism spectrum disorder (ASD); these social interactions, however, can be especially difficult during the teenage years. For many adolescents with ASD, peer interaction is often limited or nonexistent, even for those taught in general education settings. The purpose of this meta-analysis was to investigate social interaction interventions for adolescents with ASD within public school settings, with a focus on studies that utilized single-case design. Studies were evaluated per the What Works Clearinghouse guidelines. This meta-analysis includes 24 studies with participants with ASD ranging in ages from 13 to 21 years. The effects of social skill interventions were evaluated using visual analysis, Tau- U, and a parametric effect size ( d-Hedges–Pustejovsky–Shadish [DHPS]). Combined effect sizes were calculated and compared. Results provide evidence that interventions can produce positive change in social behavior of adolescents with ASD. Effect sizes were generally large. Interpretations and implications are discussed.

scholarly journals Assessing Functional Relations in Single-Case Designs

2014 ◽  
Vol 38 (6) ◽  
pp. 878-913 ◽  
Author(s):  
Rumen Manolov ◽  
Vicenta Sierra ◽  
Antonio Solanas ◽  
Juan Botella
Keyword(s):  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Functional Relation ◽  
Simulated Data ◽  
Evidence Based Practices ◽  
Functional Relations ◽  
Data Variability ◽  
Single Case Designs ◽  
Meta Analyses

In the context of the evidence-based practices movement, the emphasis on computing effect sizes and combining them via meta-analysis does not preclude the demonstration of functional relations. For the latter aim, we propose to augment the visual analysis to add consistency to the decisions made on the existence of a functional relation without losing sight of the need for a methodological evaluation of what stimuli and reinforcement or punishment are used to control the behavior. Four options for quantification are reviewed, illustrated, and tested with simulated data. These quantifications include comparing the projected baseline with the actual treatment measurements, on the basis of either parametric or nonparametric statistics. The simulated data used to test the quantifications include nine data patterns in terms of the presence and type of effect and comprise ABAB and multiple-baseline designs. Although none of the techniques is completely flawless in terms of detecting a functional relation only when it is present but not when it is absent, an option based on projecting split-middle trend and considering data variability as in exploratory data analysis proves to be the best performer for most data patterns. We suggest that the information on whether a functional relation has been demonstrated should be included in meta-analyses. It is also possible to use as a weight the inverse of the data variability measure used in the quantification for assessing the functional relation. We offer an easy to use code for open-source software for implementing some of the quantifications.

How effective are reading comprehension interventions for children with ASD? A meta-analysis of single-case design studies.

2021 ◽  
Vol 36 (2) ◽  
pp. 107-121
Author(s):  
Maryellen Brunson McClain ◽  
Cassity R. Haverkamp ◽  
Kandice J. Benallie ◽  
Sarah E. Schwartz ◽  
Vicki Simonsmeier
Keyword(s):  
Reading Comprehension ◽  
Single Case ◽  
Meta Analysis ◽  
Single Case Design ◽  
Design Studies ◽  
Children With Asd ◽  
Case Design

scholarly journals Self-Questioning Strategy for Struggling Readers: A Synthesis

2019 ◽  
pp. 074193251988033
Author(s):  
Johny Daniel ◽  
Kelly J. Williams
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Grade Level ◽  
Single Case ◽  
Strategy Instruction ◽  
Single Case Design ◽  
Students With Learning Disabilities ◽  
Design Studies ◽  
K 12 ◽  
Case Design

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965–2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included eight group design and two single-case design studies. Overall, the effects of SQ strategy instruction on students’ reading comprehension outcomes were mixed. No clear trends of the effects of SQ strategy intervention were associated with participants’ grade level and type of instruction (explicit or nonexplicit instruction). Effects of the total number of hours of SQ strategy instruction on students’ reading outcomes varied slightly with medium to large effects for students receiving two or more total hours of strategy instruction.

scholarly journals Systematic Use of Visual Analysis for Assessing Outcomes in Single Case Design Studies

2017 ◽  
Vol 19 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Jennifer R. Ledford ◽  
Justin D. Lane ◽  
Katherine E. Severini
Keyword(s):  
Visual Analysis ◽  
Single Case ◽  
Summative Evaluation ◽  
Single Case Design ◽  
Design Studies ◽  
Dichotomous Responses ◽  
Single Case Designs ◽  
Evaluation Of Data ◽  
The Impact ◽  
Case Design

Single case designs (SCDs) allow researchers to objectively evaluate the impact of an intervention by repeatedly measuring a dependent variable across baseline and intervention conditions. Rooted in baseline logic, SCDs evaluate change over time, with each participant serving as his or her own control during the course of a study. Formative and summative evaluation of data is critical to determining causal relations. Visual analysis involves evaluation of level, trend, variability, consistency, overlap, and immediacy of effects within (baseline and intervention) and between conditions (baseline to intervention). The purpose of this paper is to highlight the process for visually analysing data collected in the context of a SCD and to provide structures and procedures for evaluating the six data characteristics of interest. A checklist with dichotomous responses (i.e., yes/no) is presented to facilitate implementation and reporting of systematic visual analysis.

scholarly journals Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

2019 ◽  
Vol 35 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Nuria Calet ◽  
M. Carmen Pérez-Morenilla ◽  
Macarena De los Santos-Roig
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Single Case ◽  
Repeated Reading ◽  
Conclusive Evidence ◽  
Prosodic Features ◽  
Single Case Design ◽  
The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

A Meta-Analysis of Single-Case Research on Embedding Interests of Individuals With Autism Spectrum Disorder

2019 ◽  
Vol 41 (5) ◽  
pp. 296-308
Author(s):  
Jennifer Ninci ◽  
Leslie C. Neely ◽  
Mack D. Burke ◽  
Mandy Rispoli ◽  
Kimberly J. Vannest ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Analysis ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Restricted Interests ◽  
Moderating Variables ◽  
Ritualistic Behaviors ◽  
Motivation To Participate

Restricted interests of individuals with autism spectrum disorder (ASD) can act as a barrier to learning important life skills. Embedding the interests of individuals into their learning environment can act to establish motivation to participate. A meta-analysis of 20 single-case studies on embedding interests of individuals with ASD was conducted to determine overall effects and potential moderating variables. Data were aggregated across domains of variables including dependent variables, participant characteristics, and learning contexts. The correlation between self-stimulatory or ritualistic behaviors and primary outcomes was evaluated. Publication bias and consistency of the Tau/Tau- U nonoverlap effect size with visual analysis were tested via moderator analyses. The literature suggests that embedding interest for learners with ASD can either be beneficial or distractible. Effects ranged from negative to strong, with several moderators identified. Practitioners should take caution when using this intervention with students who display self-stimulatory or ritualistic behaviors when their interests are present.

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