Shobana Musti-Rao

Effects of a Supplemental Early Reading Intervention with At-Risk Urban Learners.

This study investigated the effects of a supplemental early reading intervention program on the phonemic awareness and alphabetic principle skills of students identified as at risk for reading failure. Seven kindergarten students and one firstgrade student received 20 min of supplemental reading instruction 3 days a week for 16, 12, and 8 weeks. The researcher and a paraprofessional implemented the intervention in a coteaching format. A multiple-baseline-across-subjects design was used to analyze the effects of the instruction on Phoneme-Segmentation Fluency (PSF; Good & Kaminski, 2002) and Nonsense Word Fluency (NWF; Good & Kaminski, 2002) skills of target students. The results indicated that students made moderate to substantial increases in PSF and NWF as a result of the intervention. Supplemental reading intervention with systematic and explicit instruction in phonemic awareness and the alphabetic principle may be used to improve important literacy skills in kindergarten students identified as at risk for reading failure. The results also indicate that paraprofessionals can be taught to provide effective early reading intervention.

Using an iPad® App to Improve Sight Word Reading Fluency for At-Risk First Graders:

We used a multiple baseline across word lists design nested within a multiple baseline across participants design to examine the effects of instruction delivered using an iPad® app on sight word fluency and oral reading fluency of six first graders identified as at risk for reading failure. In Study 1, three students participated in teacher-directed iPad® instruction to learn sight words. In Study 2, three other students participated in self-mediated iPad® instruction. We measured sight word fluency and oral reading fluency in both studies; In addition, we measured academic engagement in Study 2. Results showed increases in sight word fluency during the iPad® instruction, but limited gains were seen in oral reading fluency. The three participants in Study 2 consistently achieved high levels of engagement during the iPad® instruction compared with engagement during independent reading time. The benefits of using technology in the classroom and directions for future research are discussed.

Comparing the Efficiency of Repeated Reading and Listening-While-Reading to Improve Fluency and Comprehension

An alternating treatments design was used to compare the effects of two reading fluency interventions on the oral reading fluency and maze accuracy of four fourth-grade students. Also, by taking into account time spent in intervention, the efficiency of the two interventions was compared. In the adult-mediated repeated reading (RR) condition, students read a grade-level passage aloud to an adult. The adult provided the students with error correction of oral reading miscues. In the listening-while-reading (LWR) condition, students read along aloud with audio recorded readings of passages using an MP3 player. The RR and LWR conditions had similar effects on reading fluency for three participants and the RR was more effective for one participant. When accounting for instructional time, the LWR condition was more efficient at improving reading fluency for three of the four participants. The same pattern of results was evident in Maze comprehension data. Discussion will emphasize the need to consider instructional time when selecting interventions.

Using Technology to Enhance Feedback to Student Teachers

The importance of effective and efficient feedback is paramount during the student teaching experience. This experience is a vital component of many teacher preparation programs. During these limited experiences, supervisors deliver performance feedback that is designed to improve the way student teachers implement evidence-based practices and/or adhere to treatment protocol, also known as treatment fidelity. Improving fidelity is very important to the success of preservice teachers and the children in their classrooms. This column outlines and discusses the use of technology in the preservice teacher supervision process. Four separate technologies are described and suggestions for utilizing them to deliver effective feedback are provided.

Literacy Instruction Using Technology With Primary-Age Culturally and Linguistically Diverse Learners

With continuing advances in the digital world, a variety of technologies are becoming easily accessible in the classroom. Although teachers may be using some of these technologies in their daily lives, they may not know how to incorporate these devices to support classroom learning. This article provides a guide for teachers interested in using technology to deliver supplemental literacy instruction in their classroom, particularly for primary-age students from culturally and linguistically diverse backgrounds. Benefits of using technology along with classroom applications are discussed.

Training for Fluency and Generalization of Math Facts Using Technology.

As American students struggle with basic mathematical skills, the importance of math fact fluency has gained the attention of educators and researchers. Generalization of math fact fluency is also important for the transfer of skills to other settings and formats, assisting students in the completion of more varied and complicated math tasks. This column explores technology in the classroom and use of mobile applications (i.e., apps) to train students in fluency and generalization of math facts. Key features of apps that teachers should consider for classroom use are described and ways in which apps can provide students with a variety of stimulus and response conditions to promote fluency and generalization of math facts are highlighted.

Using Video Modeling and Mobile Technology to Teach Social Skills.

There has been growing interest in the field of education regarding the use of technology in classrooms to improve student outcomes. Specifically, researchers have demonstrated positive outcomes for using mobile technology with students with autism spectrum disorder (ASD). Fewer studies have used mobile technology with students with emotional and behavioral disability (EBD). The purpose of this article is to discuss the effectiveness of video modeling as an intervention package and highlight the benefits of using video modeling and mobile technology to teach behavioral skills to students with EBD. The article provides guidelines and resources for teachers to implement video modeling instruction using mobile technology in the general education setting.

Social Skills Instruction for Urban Learners with Emotional and Behavioral Disorders: A Culturally Responsive and Computer-Based Intervention.

This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills intervention on following adult directions. Results revealed increases in students following adult directions in the treatment phases; however, generalization results were modest for four students. These results support the use of a social skill package consisting of computer-based instruction and culturally responsive materials for urban adolescents with EBD. The specific components of this intervention are discussed along with implications for future research and study limitations.

Introduction to Special Issue Integrating Technology Within Classroom Practices

The purpose of this special issue to provide teachers with ideas and resources on how to integrate technology into evidence-based practices in their classroom. The articles featured in this special issue focus on teaching academic and behavioral skills that can be implemented within a tier-based instructional framework (e.g., response to intervention) for students struggling to meet grade-level requirements in inclusive settings.

Comparing Choral Responding and a Choral Responding Plus Mnemonic Device During Geography Lessons for Students with Mild to Moderate Disabilities

Four male 9th-grade students with mild to moderate disabilities participated in a single case design that compared choral responding (CR) and a choral responding plus mnemonic device (CR+) during geography lessons. The authors used an alternating treatments design to evaluate the effects of the two strategies on students’ on-task behavior and daily quiz scores in identifying states on a map of the United States. The results showed that the CR+ was more effective than CR in increasing on-task behavior and accuracy levels on daily quiz scores, as well as performance on a 1-week delayed recall test. The teacher and students rated the CR+ as highly acceptable. A discussion of limitations, future research, and practical implications is included.