Yıl 2021, Cilt 6 , Sayı 1, Sayfalar 15 - 26 2021-01-04

Adapted text benefits for teachers and students: A retroactive case study

Lauren TUCKER [1]


This case study retrospectively reflects on a self-contained teacher’s decision to pair publisher-created adapted text with audio support as part of a multicomponent reading intervention. She evolved from creating her own adapted text to implementing publisher-created adapted text throughout a school year. The study analyzed students’ reading comprehension test scores throughout the year to examine the influence of publisher-created adapted text embedded within a multi-component reading intervention. The Related-Samples Wilcoxon Signed Rank Test revealed significance (p=.043) between students’ fall and spring Reading Inventory scores, with a moderate effect size (r=.562). The teacher made the instructional decision to implement publisher-created adapted text which eliminated time consuming self-adaptation of materials (Browder et al., 2007) and her students continued to make progress with this shift of materials with some demonstrating significant progress by the end of the school year.
Adapted text, Reading, Self-contained classroom, Educational technology, Special education
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Birincil Dil en
Konular Bilgisayar Bilimleri, Bilgi Sistemleri
Bölüm Research Article
Yazarlar

Orcid: 0000-0001-9000-5267
Yazar: Lauren TUCKER (Sorumlu Yazar)
Kurum: Southern Connecticut State University
Ülke: United States


Tarihler

Başvuru Tarihi : 27 Haziran 2020
Kabul Tarihi : 16 Temmuz 2020
Yayımlanma Tarihi : 4 Ocak 2021

APA Tucker, L . (2021). Adapted text benefits for teachers and students: A retroactive case study . Journal of Learning and Teaching in Digital Age , 6 (1) , 15-26 . Retrieved from https://dergipark.org.tr/tr/pub/joltida/issue/59433/854088