An ABAB single-case research design was utilized to examine the effects of a reading instructional technique incorporating Explicit Vocabulary Instruction and Teacher Read Aloud to improve the Spanish oral reading performance of two fifth-grade English language learners with learning disabilities and two fifth-grade English language learners with learning disabilities and speech impairments. The results of the study indicated that the intervention was effective for increasing not only the total word reads, but also increasing the number of comprehension questions answered correctly. The results of the study demonstrated that this instructional technique can be a beneficial and socially valid technique that can be easily applied in classrooms serving culturally and linguistically diverse students with and without disabilities.The students were receiving resource room instruction, and all data collection took place in their resource room. Baseline consisted of the student reading the passage without previewing. The silent previewing procedure consisted of theanbsp;...
|Title||:||Vocabulary Instruction and Read Alouds: Increasing the Spanish Reading Performance of English Language Learners with Disabilities|
|Author||:||Awilda Ramos Zagarrigo|
|Publisher||:||ProQuest - 2008|