The clinician in the classroom: A first-grade intervention study

Jansky, Jeannette Jefferson

doi:10.1007/bf02658607

Cited by 5 publications

(2 citation statements)

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“…Out of the 15 studies meeting the inclusion criteria, 3 studies included a phonics intervention, 6 studies included a phonemic awareness (PA) and phonics intervention, 1 study included a phonics and fluency intervention, 3 studies included a multicomponent with comprehension intervention, and 2 studies implemented interventions categorized as “other” (i.e., based on Functional Behavior Assessment [FBA], Sentence Approach; Jansky, 1981). For an overview of the studies see Table 2 (group design) and Table 3 (single-case design).…”

Section: Resultsmentioning

confidence: 99%

“…The second study was quasi-experimental (Feldman, 1981), using the “Sentence Approach,” which builds on a student’s understanding of language in larger units and the understanding of language in context (Jansky, 1981). Significant group differences were found by the researcher on posttest measures of on-task behavior and students ignoring teacher prompts favoring the treatment condition.…”

Section: Resultsmentioning

confidence: 99%

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Reading Interventions With Behavioral and Social Skill Outcomes

et al. 2014

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Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social skill outcomes. Additional research is warranted to investigate the long-term impact of reading on behavioral and social skill outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%