The effectiveness of self-regulated strategy development instruction for improving writing abilities in a school-age child with cochlear implants: A single subject research design study

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Jessica Rice Aberth, Krystal L. Werfel
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Abstract

ABSTRACT Objectives: The two-fold purpose of this feasibility study was to determine if (a) self-regulated strategy development intervention would improve the writing skills of a child who uses cochlear implants and (b) if self-regulated strategy development intervention would improve the reading comprehension skills of a child who uses cochlear implants. Methods: One eleven year-old child with bilateral sensorineural hearing loss who utilised bilateral cochlear implants participated in this single-subject, multiple baseline across behaviours design treatment study which examined the effectiveness of using writing intervention to improve reading comprehension in children who are deaf. The participant completed three seven-week writing interventions focused on narratives, opinion essays, and persuasive essays. The participant also completed progress monitoring in baseline, intervention, and maintenance conditions for each behaviour. Intervention was delivered one-on-one for 60 min one day per week. Results: Visual analysis of progress monitoring data indicated that writing performance improved in two out of the three styles of writing throughout the intervention and that the improvement for those two areas was maintained after intervention was complete. Comparison of pre- and post-test measures of reading comprehension indicated that the writing intervention was effective for improving reading comprehension for the participant. Conclusion: Self-regulated strategy development writing intervention may be a beneficial intervention strategy to improve writing skills, and potentially reading comprehension skills, in children who are deaf and use cochlear implants.
自我调节策略发展指导对提高植入人工耳蜗学龄儿童写作能力的有效性:一项单受试者研究设计研究
摘要目的:本可行性研究的双重目的是确定(a)自我调节策略发展干预是否会提高使用人工耳蜗儿童的写作技能;(b)自我调节策略发展干预是否会提高使用人工耳蜗儿童的阅读理解技能。方法:一名使用双侧人工耳蜗的11岁双侧感音神经性听力损失儿童参加了这项单受试者、多基线跨行为设计治疗研究,以检验使用写作干预提高聋儿阅读理解的有效性。参与者完成了三个为期七周的写作干预,重点是叙述、观点文章和说服性文章。参与者还完成了对每种行为的基线、干预和维持条件的进展监测。干预是一对一的,每周一天,每次60分钟。结果:进度监测数据的可视化分析表明,在整个干预过程中,三种写作风格中的两种写作表现有所改善,并且在干预完成后,这两种领域的改善仍保持不变。阅读理解前测和后测的比较表明,写作干预对提高被试的阅读理解是有效的。结论:自我调节策略发展写作干预可能是一种有益的干预策略,可以提高耳蜗植入儿童的写作技能和潜在的阅读理解能力。
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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