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.

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

A Synthesis of Reading Comprehension Interventions for Persons With Mild Intellectual Disability

2019 ◽  
Vol 89 (4) ◽  
pp. 612-651
Author(s):  
Alexandra Shelton ◽  
Jade Wexler ◽  
Rebecca D. Silverman ◽  
Laura M. Stapleton
Keyword(s):  
Reading Comprehension ◽  
Intellectual Disability ◽  
Single Case ◽  
Strategy Instruction ◽  
Future Research ◽  
Single Case Design ◽  
Mild Intellectual Disability ◽  
Design Studies ◽  
Positive Effects ◽  
Rigorous Research

The inclusion of individuals with intellectual disability (ID) in typical settings is increasing. To promote success in these settings, educators must support the reading comprehension of individuals with ID. Therefore, we conducted a synthesis of the extant research on reading comprehension interventions for individuals in the largest category of ID—mild ID—in Grades 4 through 12 and postsecondary programs. We review the methodological and intervention features of eight group-design studies and six single-case design studies published between January 2001 and December 2018. Findings from the 14 studies revealed inconsistent effects of single-component and multicomponent interventions on expository and narrative reading comprehension. However, medium to large positive effects were typically found from interventions using peer-mediated instruction and explicit strategy instruction. More rigorous research investigating the effects of reading comprehension interventions for individuals with mild ID using standardized measures is warranted. Practical implications and recommendations for future research are discussed.

Effects of Interventions Using Virtual Manipulatives for Students With Learning Disabilities: A Synthesis of Single-Case Research

2021 ◽  
pp. 002221942110063
Author(s):  
Jiyeon Park ◽  
Diane P. Bryant ◽  
Mikyung Shin
Keyword(s):  
Learning Disabilities ◽  
Single Case ◽  
Virtual Manipulatives ◽  
Single Case Design ◽  
Students With Learning Disabilities ◽  
Visual Objects ◽  
Case Research ◽  
Single Case Research ◽  
K 12 ◽  
Case Design

Virtual manipulatives are interactive and dynamic visual objects on a screen, which allow students to manipulate them to construct mathematical knowledge. The purpose of this study was to synthesize the literature on interventions that used virtual manipulatives to improve the mathematics performance of K–12 students with learning disabilities. A total of 19 single-case design studies (16 peer-reviewed articles and three dissertations) were selected using specific selection criteria. Overall, students with learning disabilities demonstrated mathematical improvement after receiving interventions involving virtual manipulatives. Although many students with learning disabilities maintained and generalized the intervention effects, further research is required to verify the current findings.

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.

Interventions Targeting Expressive Communication in Adults With Autism Spectrum Disorders: A Systematic Review

2019 ◽  
Vol 62 (6) ◽  
pp. 1959-1978
Author(s):  
Kaitlyn P. Wilson ◽  
Jessica R. Steinbrenner ◽  
Tamar Kalandadze ◽  
Lara Handler
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
Adults With Autism ◽  
Design Studies ◽  
Group Design ◽  
Expressive Communication ◽  
Case Design

PurposeThe aims of this systematic review are to (a) synthesize the literature on interventions targeting expressive communication in adults with autism spectrum disorder and (b) evaluate the effectiveness of the interventions.MethodThe literature search resulted in 7,196 articles. The research team used 2 reviewers and consensus for title/abstract review, full-text review, and quality review. To be included, studies had to (a) include at least 1 adult (18 years of age and above) with an autism spectrum disorder; (b) examine an intervention, treatment, or model of care; (c) provide outcome data related to expressive communication modalities/domains; (d) be experimental or quasi-experimental; and (e) be published in English. Twenty-two studies (14 single-case design and 8 group design), with a total of 256 participants and varied interventions and outcome variables, met criteria for inclusion. Effect sizes are presented for group design studies, and visual analysis results are outlined for single-case design studies.ResultsExamination of treatment effects in the included studies showed positive effects, overall; however, there was great variability between studies. Single-case design studies showed evidence of functional relations in all but 1 study, with most showing medium to large effects, as well as maintenance and generalization of gains. Group design studies showed a wide range of effects from near-zero to large effects. Differences in intervention strategies and durations, as well as in participant characteristics and outcome measures, presented barriers to aggregation.ConclusionsThis review highlights the need for increased high-quality research examining interventions targeting expressive communication in adults with autism spectrum disorder and also pinpoints interventions with potential for future study and use in this population.

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