A Revised Embedded Planning Tool for Intensive Reading Instruction

Authors

  • Yan Wei Southern Connecticut State University 501 Crescent Street, New Haven, CT, 06515
  • Allison Lombardi University of Connecticut
  • Brandi Simonsen University of Connecticut
  • Michael Coyne University of Connecticut
  • Michael Faggella-Luby Texas Christian University
  • Jennifer Freeman University of Connecticut
  • Devin Kearns University of Connecticut

DOI:

https://doi.org/10.18666/LDMJ-2017-V22-I2-8274

Keywords:

intensified instruction, single-subject multiple-baseline design, planning tool

Abstract

A single-subject AB multiple-baseline design across participants was utilized to investigate the effectiveness of the Revised Tier Three Instructional Planning (T-TIP) tool on teacher lesson planning, with a focus on corrective and elaborative feedback within intensive literacy instructional settings in secondary schools. Findings revealed that the Revised T-TIP demonstrated promising social validity for teacher lesson planning in intensive settings, however, functional relation for the intervention was not markedly concluded from the visual analysis. The impact of the Revised T-TIP on the frequency and sustainability of evidence-based reading instruction and teaching behaviors are discussed along with recommendations for future research and practice in teacher education.

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Author Biographies

Yan Wei, Southern Connecticut State University 501 Crescent Street, New Haven, CT, 06515

Yan Wei, Ph.D. is an Assistant Professor of Special Education and Reading Department at Southern Connecticut State University. Her research interests include respond-to-intervention, reading assessment and interventions for adolescents with learning disabilities, and remediated reading instruction.

Allison Lombardi, University of Connecticut

Allison Lombardi,  Ph.D. is an Assistant Professor of Special Education and a research scientist for the Center for Behavioral Education Research (CBER) at the University of Connecticut. Her research interests include the transition from adolescence to adulthood, with a particular focus on college and career readiness (CCR) and higher education experiences of underrepresented groups, including students with disabilities.

Brandi Simonsen, University of Connecticut

Brandi Simonsen, Ph.D. is an Associate Professor of Special Education, a Co-Director of Center for Behavioral Education and Research at the University of Connecticut. Her research interests include (a) school- and class-wide PBIS, (b) positive and proactive professional development supports for teachers, and (c) applications of PBIS in alternative education settings. 

Michael Coyne, University of Connecticut

Michael Coyne, Ph.D. is a Professor of Special Education at the University of Connecticut. He is also a Research Scientist at the Center for Behavioral Education and Research. He has expertise in beginning reading and early vocabulary instruction and intervention, school-based experimental research, multi-tiered or RTI systems of support, and effective practices for students with learning disabilities.

Michael Faggella-Luby, Texas Christian University

Michael Faggella-Luby, Ph.D. is an Associate Professor of Special Education in the College of Education at Texas Christian University (TCU). He is also institute faculty in the Alice Neeley Special Education Research and Service (ANSERS) Institute. His primary research interest focuses on embedding instruction in learning strategies into subject-area courses to improve reading comprehension for all levels of learners.

Jennifer Freeman, University of Connecticut

Jennifer Freeman, Ph.D. is an Assistant Professor of Special Education and a research scientist for the Center for Behavioral Education Research (CBER) at the University of Connecticut. She studies the effects of multi-tiered systems of support such as Positive Behavior Interventions and Supports (PBIS) on outcomes at the high school level for high-risk student groups including students with disabilities. 

Devin Kearns, University of Connecticut

Devin Kearns, Ph.D. is an Assistant Professor of Special Education and a research scientist for the Center for Behavioral Education Research (CBER) at the University of Connecticut. Dr. Kearns researches reading disability in elementary age children, focusing on developing and implementing programs to prevent and remediate reading problems.

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Published

2017-08-14

Issue

Vol. 22 No. 2 (2017)

Section

Articles

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