Evaluation of Handheld Computers for Direct Systematic Classroom Observation

Through this study the authors evaluate outcomes associated with the use of handheld computers by interventionists in improving the efficiency of direct systematic classroom observation. Information from observations is used by interventionists for treatment planning and evaluation. In this study, interventionists were trained to use personal digital assistants with classroom observational software for use with students who displayed low levels of academic engagement. Results indicated that the personal digital assistants and observational software were perceived as user-friendly, increased computer self-efficacy, and facilitated treatment planning and evaluation. Discussion focuses on implications for use of handheld computers and mobile devices by interventionists.     

The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities

ABSTRACT

In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading.     

Student achievement and differential reinforcement of incompatible behavior: Hand raising

Workbook reading achievement of five second-grade girls was assessed under two teacher-contact contingencies. Under one contingency, teacher contacts were made during on-task behavior. Under the other contingency, differential reinforcement of an incompatible behavior (DRI) was in effect, with teacher contacts contingent on students' hand-raising behavior. Both reading achievement and time on task were greater under the on-task contingency than under DRI for hand raising.     

Individual differences in children's ability to profit from picture adjunct aids

A paired-associate memory task with pictures and words as items was used to categorize fourth graders into four learner types: HH, high picture-high word; HL, high picture-low word; LH, low picture-high word; LL, low picture-low word. Some children in each classification read prose passages with picture adjunct aids; other children read the passages without adjunct aids. Although free recall for the prose passage yielded inconclusive data, a constructed response test for facts in the prose passages revealed significant Aptitude × Treatment interactions, such that poor paired-associate learners (i.e., LLs) profited more than did good paired-associate learners (i.e., HHs) from picture aids on the prose task. The children's standardized reading scores were positively related to memory performance, but good and poor readers did not differ in their ability to profit from picture aids. It was suggested that less-strategic learners, such as those who perform poorly on paired-associate tasks, are more likely to be helped by externally provided mediational aids, while more-strategic learners are more likely to be helped by instructions to generate their own mediational aids.