Research Article Kelly Creech

Hello. My name is kelly Creech and I've chosen a

research article called the effect of a shared book reading

intervention on the story to retelling and economic awareness of

the third greater disabilities.

And I chose this because I am going to be

sexual educator and this is something that particularly interests me

as well as I was assigned the fanatic awareness.

So I'll begin with the introduction and the background.

Um there is often lack of attention given to students

with disabilities and their rating.

So the studies reformed that examined three sub skills of

phenomena awareness um with a third grader disabilities.

Um one of those sub scales is a shared reading

um and that's when an adult and child read a

book together.

It's often that they alternate.

So the adult will read a two page fold and

then child will read the next to page fold and

allows to work with a narrative production and then some

facilitated techniques.

Um they can be discussing vocabulary when they're reading, um

asking open ended questions and often giving the child no

limit in response to these open ended questions and allows

the child to be able to work through um their

own mindset and what they think is going on in

the book um without having uh some time limit that

often puts constraint and stress on the child.

Yeah. Um and then continue with background and then to

method a story mapping instruction.

Um story map guides, improve Children's recollection that's improving their

narrative skills and this is especially important with Children with

learning disabilities, they are um slower to comprehend what the

story is telling and recalling what the story was about

and then explicit phenomena awareness, instruction Children with disabilities need

support in phenomenal awareness, as I mentioned earlier.

Um Often Children with disabilities, they're reading is not put

at a high level of concern because they already have

a learning disability, therefore they're seen as a lost cause.

But giving explicit economic awareness instruction aids in this, and

um a study showed that sound talk embedded in book

reading section, showed a greater improvement in economic awareness, therefore

doing the hulk at um exercise cat.

And then the method the participant was an eight year

old girl adopted from china.

Um she was already expressed a like physically disabled and

you have trouble swallowing, therefore trouble speaking.

And um up until the third grade they were trying

to uh make uh a I keep uh to help

aid this little girl and then her parents wanted extra

assistance so they actually can't uh contacted the reading researchers

for additional reading assistance for their child.

Okay. Um so the method um there's intervention, they looked

at 34 different fictional books that had three criterias they

needed to follow, and this was two times per week

for seven weeks.

Um that followed a baseline to treatment um routine in

each baseline treatment routine was seven weeks, it wasn't just

the whole um research was conducted in seven weeks.

Um and then the baseline intervention intervention sessions, they were

um pretty much the same except that intervention sessions use

specific facilitated tickets and economic awareness activities.

Um therefore intervening with what the baseline score of the

child's reading or recollection was.

Yeah. And then measures and results.

So the narrative, the narrative scoring scheme is to measure

the change in narrative macro structure skills.

And then path was developed to measure economic awareness skills

and most analysis which visual.

But the researchers attempted to measure the date empirically and

they had um graphs that show her the child starting

point and how she progressed throughout the baseline intervention um

routines. And then a result at the end of the

study, the child exhibited steady improvement to master on areas

being examined and then some discussion and implications.

So this discussion was the child exhibited some declining skills

that later improved and it was like reading comprehension had

declined, but later improved because it was being worked on

more in the other baseline to intervention routines.

And by the end of the baseline intervention cycle, she

showed um the ability to receive deeper instruction on economic

and morphological awareness.

Therefore, she was ready to move up in a grade

and therefore her reading level, increased implications show shared book

reading can be altered to fit all Children's needs.

Um S C.

E. D.

Can be used to track a child's progress in the

classroom as well as the A B A B.

Learning design can aid in progress and the A B

A B learning Zain basically refers to how baseline to

intervention. So, um so starting up uh analyzing point A

and then working towards A Point B which is towards

improvement and then facilitating techniques are important in order to

improve a child's oral language skills and combining instructions.

So that's also doing shared book reading um using this

facilitated techniques um and so forth.

So some critiques.

Um the article actually discussed some of its own invitations

that I agreed with.

So excuse me, the child had reached an above zero

baseline score for some of the skills, therefore the improvement

of the dresses very little for part of the story.

Um part of the study and my dad and therefore

not much improvement was shown, which makes the scale it's

not really worth it.

Um Or for lack of better words, it's not really

Uh huh.

Great for showing improvement.

Mm. And then another limitation is this research was only

worked with one student.

Therefore it cannot be assumed that these practices may work

with multiple students.

Typically, in research, we see that um in a case

study, for example, multiple participants are being examined, but this

is only one little girl and we can't base her

baseline scores to be the same as another child's baseline

scores in her intervention scores to be the same as

another child's interventions course and then critique in personal experience.

So I actually have three nephews.

Um My sister has okayed me mentioning this and they

all have varying degrees of learning disabilities.

Um They all react differently to reading assistance.

I they don't live here, they live in a different

state. And I often over the summer we'll work with

them on like little workbooks to help them going into

the next grade.

Uh huh.

The oldest is, he is not really receptive citizens assistance.

He doesn't really want to acknowledge that he struggles with

the learning disability, therefore he shows very little improvement when

I try and sound out words with him include um

work on his side.

Words and things like that.

The middle, he's very receptive cases assistance.

He wants to, he's always like, yes please and kelly,

let's work on this together please.

And when he wants to, he shows improvement.

Um but part of me, he is very reluctant reluctant

to participate after long periods of time.

He doesn't always want to um sit down for more

than three minutes honestly to work on his reading.

The youngest, he is not very receptive to his assistance,

but whenever he is not reluctant to participate whenever I

actually get him to sit down with me, um he

does show great improvement.

Um he doesn't want it, he doesn't want to do

it, but he's the youngest of the bunch, so he,

he tries to follow authority as much as possible and

then um would I implement this study in my classroom?

Yes, actually.

Um while the study had was only conducted with one

child, and my personal experience kind of varies, it goes

very up and down.

I believe that story mapping and using techniques during adult

child reading can be beneficial.

I feel like most um mhm most teachers implement of

a group reading together, so I think it would be

beneficial in my ultimate goal as a special educator is

always to strive to achieve the equity of learning for

a child with disabilities.

Research Article Kelly Creech

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