ERIC Number: EJ1419081
Record Type: Journal
Publication Date: 2024
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-988X
EISSN: EISSN-1940-4387
The Effect of Response Modality on Reading Comprehension Outcomes with the SRSD Instructional Approach for a Youth in a Residential Treatment Facility
Sara Sanders; Kristine Jolivette; Lauren Hart Rollins; Allyson Pitzel
Preventing School Failure, v68 n2 p81-91 2024
The current study evaluated the use of the self-regulated strategy development (SRSD) instructional approach to teach the TRAP mnemonic (Think before reading, Read a paragraph, Ask what is the main idea/important details, Paraphrase the paragraph) and its impact on youth reading comprehension performance. The TRAP mnemonic was taught to an adolescent female served in a residential treatment facility. An alternating treatment design was used to evaluate reading comprehension performance across oral retell, written retell, and written retell with word processor modalities. Social validity, treatment fidelity, and youth motivation scores are presented with limitations and areas for future research discussed.
Descriptors: Reading Comprehension, Teaching Methods, Residential Institutions, Adolescents, Mnemonics, Reading Instruction, Intervention, Student Motivation, Behavior Disorders, Oral Language
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A