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Title: An evaluation of a direct instruction/precision teaching intervention on the academic self-concept and reading fluency of 'vulnerable' year 7 pupils
Author: Hope, Janet
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2013
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Abstract:
This study is an evaluation of the effect of a short literacy intervention on the academic self-concept and reading fluency of four Year 7 pupils. The four participants had been identified as 'vulnerable' via local authority criteria formulated to provide a working definition of the concept for the local authority's systemic effort to 'narrow the gap' between pupils at risk of poor educational outcomes and their peers. The literature review discusses the research relevant to the study and concludes with a systematic review of three research papers. The methodology briefly discusses a selection of different research paradigms and describes the methodological considerations of the study. A series of four ABA single case experiments were conducted. The target behaviours identified and measured throughout the study were the participants' perception of their academic self-concept and reading fluency. The repeated measures used to monitor behavioural change were a curriculum based reading fluency measure and the Myself As A Learner Scale (MALS).The target behaviours were monitored during the three phases of the experiment; prior to intervention, during a baseline (A) phase, throughout the intervention (B) phase and after the withdrawal of the intervention, a return to the (A) phase. Three additional pre and postintervention measures, the Resiliency Scales for Children and Adolescents (RSCA), subscales from the Wechsler Individual Achievement Tests- Second Edition (WIAT -II)-and the Strengths and Difficulties Questionnaire (SDQ) were used to generate further data that was used to triangulate with the findings of the single case experiments. The results suggest that the holistic process of intervention, rather than the DIIPT intervention specifically, had a positive effect upon the reading fluency and academic self-concept of the participants.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.606411  DOI: Not available
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