Behavioral Momentum During a Continuous Reading Task: An Exploratory Study |
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Authors: | Brooks R Vostal David L Lee |
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Institution: | (1) Department of Special Education and Rehabilitation Counseling, University of Kentucky, Lexington, KY, USA;(2) Department of Educational and School Psychology and Special Education, The Pennsylvania State University, University Park, PA, USA;(3) School of Intervention Services, Bowling Green State University, Bowling Green, OH 43403-0001, USA |
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Abstract: | Adolescents with emotional and behavioral disorders (EBD) often fail to master literacy skills, in part because disruptive
behaviors interfere with task engagement and persistence. The theory of behavioral momentum explains the persistence of behavior
in the face of changing environmental conditions. The current exploratory study examined variables related to behavioral momentum
in the context of a continuous reading task. Participants were three adolescents identified with EBD who were instructional
on fifth-grade material. Results indicated that when participants read a third-grade paragraph immediately before a fifth-grade
paragraph, they decreased the latency to initiate reading of the fifth-grade paragraph and increased words read correctly
per minute on the first 10 words of the fifth-grade paragraph. Results are discussed in terms of the theory of behavioral
momentum and the nature of interventions that may be developed to increase reading persistence. |
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Keywords: | |
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