Presentation
An Adapted Shared Reading Program Implemented in Inclusive Pre-School Classrooms
The Association for Behavior Analysis International 2015
(2015)
Abstract
The Pathways to Literacy reading program (Lee, Mims, & Browder, 2011) is a task-analytic approach to addressing engagement, comprehension, and communication during shared reading for students with exceptional needs. Previous research on Pathways to Literacy has been limited to students in segregated elementary classrooms rather than preschool classrooms, which is when shared reading is usually emphasized. The program has been heavily critiqued due to the lack of generalization data available, with critics claiming students would be unable to engage with new books. The current study adds to the literature by investigating the use of the reading program in inclusive preschool settings. Three questions were addressed. First, using a multiple baseline design, the question of whether the reading program remained effective for preschool students in inclusive classrooms was asked. Second, teachers? perceptions of the reading program were explored through pre- and post-intervention interviews. Finally, generalization to new books was investigated. Results suggest the reading program was effective in increasing engagement, comprehension, and communication for the targeted students. Social validity data suggest the teachers found the procedures were generally appropriate for preschool students, although they did recommend changes to the protocol. Finally, all participants generalized their new skills to new books.
Disciplines
Publication Date
May 25, 2015
Citation Information
Andrea Golloher. "An Adapted Shared Reading Program Implemented in Inclusive Pre-School Classrooms" The Association for Behavior Analysis International 2015 (2015) Available at: http://works.bepress.com/andrea-golloher/1/