Behavior and Social Issues最新文献_第3页

Community-Based Early Language and Literacy Screenings 基于社区的早期语言和识字筛查

IF 1.6

Behavior and Social Issues Pub Date : 2024-01-02 DOI: 10.1007/s42822-023-00153-2

Jaclyn Galbally, Mary E. Sheppard, Katharine Mayer

引用次数: 0

Effects of a Composite-to-Component Vocal Phoneme Segmentation Intervention on Remediating Kindergarteners’ Difficulties in Learning to Read 声母对声母分段干预对纠正幼儿园儿童学习阅读困难的影响

IF 1.6

Behavior and Social Issues Pub Date : 2023-12-11 DOI: 10.1007/s42822-023-00152-3

Leanna S. Mellon, R. Douglas Greer

{"title":"Effects of a Composite-to-Component Vocal Phoneme Segmentation Intervention on Remediating Kindergarteners’ Difficulties in Learning to Read","authors":"Leanna S. Mellon, R. Douglas Greer","doi":"10.1007/s42822-023-00152-3","DOIUrl":"https://doi.org/10.1007/s42822-023-00152-3","url":null,"abstract":"Early readers who have learned letter–sound correspondences do not always learn to read words through best practice reading instruction. This suggests a missing stimulus control for textual responses and the literature lacks an intervention to address this problem. Five kindergarten students who did not learn textual responses from reading instruction participated in this study. We used a combined pre- and posttest and multiple probe design to test the effects of a composite-to-component vocal phoneme segmentation (CtCVPS) intervention on the number of correct untaught (a) textual responses, (b) dictated written spelling responses, (c) vocal phoneme blends, (d) abstracted vocal phoneme segmentations, as well as (e) cumulative correct textual responses during reading instruction before and after the intervention. During the CtCVPS intervention participants were taught to listen to a set of composite words and vocalize the component phonemes. Correct responses emerged across all variables for all participants as a function of the intervention and all participants learned new textual responses from reading instruction after the CtCVPS intervention. These findings demonstrated that acquiring a generalized vocal phoneme segmentation repertoire through the CtCVPS intervention established necessary stimulus control for textual responding. Implications on the role of acquiring composite-to-component responses through the vocal phoneme segmentation intervention in learning to read and write are discussed.","PeriodicalId":44553,"journal":{"name":"Behavior and Social Issues","volume":"109 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138568558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Instructivism in Literacy as a Means for Social Justice: An Effective Path Forward with Direct Instruction Reading 作为社会正义手段的识字教学主义:直接指导阅读的有效途径

IF 1.6

Behavior and Social Issues Pub Date : 2023-11-29 DOI: 10.1007/s42822-023-00151-4

Sudha Ramaswamy, Amy Davies Lackey

引用次数: 0

Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children 字里行间:整合阅读科学和行为科学以提高澳大利亚儿童的阅读效果

IF 1.6

Behavior and Social Issues Pub Date : 2023-11-21 DOI: 10.1007/s42822-023-00149-y

Karina L. Stocker, Russell A. Fox, Nathaniel R. Swain, Erin S. Leif

{"title":"Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children","authors":"Karina L. Stocker, Russell A. Fox, Nathaniel R. Swain, Erin S. Leif","doi":"10.1007/s42822-023-00149-y","DOIUrl":"https://doi.org/10.1007/s42822-023-00149-y","url":null,"abstract":"Many Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move through their years of schooling, and reading difficulties disproportionately affect historically marginalized groups. This has raised concerns about the effectiveness of instructional approaches used within the Australian education system, particularly in reading, and prompted discussions of reform. The purpose of this review paper was to examine the contributions of the science of reading and science of behavior to our collective knowledge regarding reading development and effective reading instruction, and how this knowledge is currently being used in the Australian context. We provide a discussion on the current state of reading instruction and achievement in Australia by considering national trends, inequities, and systemic challenges. Implications and recommendations to address inequities in reading outcomes, using both the science of reading and science of behavior, are discussed.","PeriodicalId":44553,"journal":{"name":"Behavior and Social Issues","volume":"181 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Comparison of Paired Kinesthetic Movements and With-in Stimulus Pictures on Literacy Skills Acquisition with Young Children 配对动觉动作与内刺激图片对幼儿识字技能习得的影响

Behavior and Social Issues Pub Date : 2023-11-03 DOI: 10.1007/s42822-023-00147-0

Erica D. Lozy, Alison M. Ruby, Sarah C. Holmes, Jeanne M. Donaldson

引用次数: 0

Advancing Research and Practice in Culturo-Behavior Science: A Call to Action 推进文化行为科学的研究与实践:行动的呼唤

Behavior and Social Issues Pub Date : 2023-10-26 DOI: 10.1007/s42822-023-00146-1

Traci M. Cihon

引用次数: 0

Using a Simple Discrimination Procedure with Compound Class-Specific Consequences to Teach Early Reading Skills 运用具有复合班级结果的简单判别程序进行早期阅读技能教学

Behavior and Social Issues Pub Date : 2023-10-23 DOI: 10.1007/s42822-023-00148-z

Alexandria Brown, Tom Cariveau

引用次数: 0

Survey of Faculty Perspectives, Actions, and Barriers to Culturally Responsive Mentorship 教师的观点，行动和障碍的调查，以文化响应的指导

Behavior and Social Issues Pub Date : 2023-10-17 DOI: 10.1007/s42822-023-00144-3

Denice Rios, Marlesha C. Bell, Tara A. Fahmie

引用次数: 0

Avoiding 1.5 °C of Global Warming: Introduction to Part II of the Special Section on Behavior and Cultural Systems Analysis for Climate Change 避免1.5°C的全球变暖:气候变化的行为和文化系统分析特别部分第二部分介绍

Behavior and Social Issues Pub Date : 2023-10-16 DOI: 10.1007/s42822-023-00150-5

Brett W. Gelino, Cynthia J. Pietras, Mark P. Alavosius

引用次数: 0

A Behavioral Economic Analysis of Carbon-Neutral Home Energy Enrollment 碳中和家庭能源登记的行为经济学分析

Behavior and Social Issues Pub Date : 2023-10-13 DOI: 10.1007/s42822-023-00143-4

Brett W. Gelino, Brent A. Kaplan, Derek D. Reed

引用次数: 1