A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency

dc.contributor.authorWashburn, Jocelynen
dc.contributor.committeechairBillingsley, Bonnie S.en
dc.contributor.committeememberWilliams, Thomas O.en
dc.contributor.committeememberBrasseur-Hock, Irmaen
dc.contributor.committeememberAzano, Amy Priceen
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2020-06-20T08:01:43Zen
dc.date.available2020-06-20T08:01:43Zen
dc.date.issued2020-06-19en
dc.description.abstractOrganized as a set of three manuscripts, this research draws attention to the academic learning experiences for adolescents with particular attention to adolescents with limited reading proficiency and the use of single case design research as a viable option for discovering solutions to a persisting research-to-practice gap in education. Data analyses included a systematic literature review with findings synthesized into themes using qualitative methods, a multiple probe single case design, a non-parametric statistical analysis, and effect size calculations. The first article is a systematic literature review on the relationship between oral reading fluency and reading comprehension for adolescent with limited reading proficiency (ALRP) in grades 6-12. The results of 22 studies were synthesized into five themes and results suggest that knowledge of an adolescent's ORF provides helpful information about his or her reading profile, but is not sufficient to evaluate instructional needs nor measure progress. The article concludes with a discussion on the envelopment of ORF within the Simple View of Reading specifically for adolescent readers as well as implications for practitioners, researchers, policymakers, and assessment developers. The second article presents the findings from a study on the influence of a word level intervention on multiple reading component skills. Six students in two different intervention classes in Virginia participated. The primary analysis was based on a single case design, specifically a multiple probe across participants and settings design. Visual analyses of baseline and intervention phase data indicated a functional relationship between the word level intervention and multiple reading component skills. Statistical analysis (Tau-U) supported this finding with aggregated small effect sizes (0.14 to 0.54) for word identification, accuracy, and automaticity, and one moderate effect size (.70) for prosody. Secondary analysis showed a significant effect for improved strategy knowledge and skill with a 0.90 effect size, but no statistically significant group effects for silent reading fluency and sentence comprehension. The third manuscript is a broad overview of adolescent literacy instructional recommendations and presents a vision for how all teachers contribute to the development of strategic learners when they support content learning through literacy-rich classroom environments.en
dc.description.abstractgeneralThis research draws attention to the academic learning experiences for adolescents, with particular attention to adolescents with limited reading proficiency. The first article examines the relationship between oral reading fluency and reading comprehension for adolescent with limited reading proficiency (ALRP) in grades 6-12. Results suggest that knowledge of an adolescent's oral reading fluency (ORF) provides helpful information but is not sufficient to evaluate instructional needs nor measure progress. Discussion includes where ORF fits within the Simple View of Reading theory specifically for adolescent readers as well as implications for practitioners, researchers, policymakers, and assessment developers. The second article presents findings from a study on the influence of a reading intervention on multiple reading component skills of adolescents with limited reading proficiency. Six students in two different intervention classes in Virginia participated. Visual analyses of individual baseline and intervention phase data indicated a functional relationship between the reading intervention and multiple reading component skills. Additionally, there was a significant group effect for improved strategy knowledge and skill, but no statistically significant group effects for silent reading fluency nor sentence comprehension. Discussion includes limitations and implications for future research, intervention teacher practice and school improvement leaders. The third article gives a broad overview of adolescent literacy instructional recommendations and presents a vision for how all teachers contribute to the development of strategic learners when they support content learning through literacy-rich classroom environments.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:25775en
dc.identifier.urihttp://hdl.handle.net/10919/99061en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectadolescent literacyen
dc.subjectreading comprehensionen
dc.subjectinterventionen
dc.subjectstrategiesen
dc.subjectskillsen
dc.subjectoral reading fluencyen
dc.subjectprosodyen
dc.titleA Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiencyen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen
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