“TRAP is legit!” using self-regulated strategy development to teach reading comprehension in a residential treatment facility

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2021-10-05 DOI:10.1080/1045988X.2021.1972921

Sara Sanders, Lauren Hart Rollins, E. Michael, K. Jolivette

引用次数: 1

Abstract

ABSTRACT This study investigated the effectiveness of the self-regulated strategy development (SRSD) instructional approach with middle school youth with behavior challenges served in a residential treatment facility. Youth were taught the TRAP (Think before reading, Read a paragraph, Ask what is the main idea/important details, Paraphrase the paragraph; Mason et al.) mnemonic as a means of increasing reading comprehension as measured through oral retell. Using a multiple-probe across participant single case design, a functional relation between the TRAP mnemonic and oral retell scores was observed. Treatment fidelity, social validity, and academic engagement are presented. Implications for practitioners, limitations, and areas for future directions are outlined.

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“陷阱是合法的!”使用自我调节策略发展在住宅治疗设施中教授阅读理解

摘要本研究探讨了自我调节策略发展(SRSD)教学方法对寄宿治疗机构中存在行为挑战的中学生的有效性。年轻人被教导“陷阱”(阅读前先思考，读一段话，问主要思想/重要细节，改写这段话;(Mason等)通过口头复述来衡量，助记术是提高阅读理解能力的一种手段。采用跨参与者的多探针单案例设计，观察TRAP助记和口头复述得分之间的功能关系。治疗保真度，社会效度和学术参与呈现。概述了对从业者的影响、限制和未来方向的领域。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.