The Effects of Systematic and Explicit Instruction with Shared Stories on Comprehension and Generalization of Responding During Book Club for Students with Severe Disabilities

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Kemp-Inman, A. (2016). The Effects of Systematic and Explicit Instruction with Shared Stories on Comprehension and Generalization of Responding During Book Club for Students with Severe Disabilities. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The present study used a multiple probe across participants design to examine the effects of systematic and explicit instruction to teach students with severe disabilities (SD) to comprehend and discuss grade-aligned literature. The text was adapted and formatted as a read-aloud on an iPad2®. Using a modified system of least prompts, participants learned to answer literal comprehension questions that immediately followed the read-aloud. Explicit instruction was then used to highlight key character-event relationships and to teach responding to discussion questions. Following the read-aloud, participants joined peers without disabilities in a book club, where they generalized comprehension responses and discussed the text. Results indicated participants were able to demonstrate improved literal comprehension of the text and generalize their responses to the book club setting. Additionally, participants and peers demonstrated increased responding in book club discussions. Implications of the results of this study, as well as suggestions for future research and practice, are discussed.

Details
Author

Kemp-Inman, Amy

Title

The Effects of Systematic and Explicit Instruction with Shared Stories on Comprehension and Generalization of Responding During Book Club for Students with Severe Disabilities

Physical Description

1 online resource (148 pages) : PDF

Date

2016

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The present study used a multiple probe across participants design to examine the effects of systematic and explicit instruction to teach students with severe disabilities (SD) to comprehend and discuss grade-aligned literature. The text was adapted and formatted as a read-aloud on an iPad2®. Using a modified system of least prompts, participants learned to answer literal comprehension questions that immediately followed the read-aloud. Explicit instruction was then used to highlight key character-event relationships and to teach responding to discussion questions. Following the read-aloud, participants joined peers without disabilities in a book club, where they generalized comprehension responses and discussed the text. Results indicated participants were able to demonstrate improved literal comprehension of the text and generalize their responses to the book club setting. Additionally, participants and peers demonstrated increased responding in book club discussions. Implications of the results of this study, as well as suggestions for future research and practice, are discussed.

Genre

doctoral dissertations

Subjects--Topics

Special education
Reading

Degree

Ph.D.

Keywords

Explicit Instruction
Literacy
Peer Interaction
Students with Severe Disabilities
Systematic Instruction
Technology

Subject Area

Special Education

Advisor(s)

Spooner, Fred

Committee Members

Wood, Charles
Browder, Diane
Mraz, Maryann

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2016.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

KempInman_uncc_0694D_11051

Permalink

http://hdl.handle.net/20.500.13093/etd:1462