Single-Case Design Research on Early Literacy Skills of Learners Who Are d/Deaf and Hard of Hearing

2019 ◽  
Vol 164 (3) ◽  
pp. 363-380
Author(s):  
Carrie A. Davenport ◽  
Martreece Watson ◽  
Joanna E. Cannon
Keyword(s):  
Early Literacy ◽  
Hard Of Hearing ◽  
Design Research ◽  
Single Case ◽  
Literacy Skills ◽  
Single Case Design ◽  
Early Literacy Skills ◽  
Case Design

Single-Case Design Research: Building the Evidence-Base in the Field of Education of Deaf and Hard of Hearing Students

2016 ◽  
Vol 160 (5) ◽  
pp. 440-452 ◽  
Author(s):  
Joanna E. Cannon ◽  
Caroline Guardino ◽  
Shirin D. Antia ◽  
John L. Luckner
Keyword(s):  
Hard Of Hearing ◽  
Design Research ◽  
Single Case ◽  
Evidence Base ◽  
Single Case Design ◽  
Case Design

The Effects of a Text-Centered Literacy Curriculum for Students With Intellectual Disability

2018 ◽  
Vol 123 (5) ◽  
pp. 474-494 ◽  
Author(s):  
Jill H. Allor ◽  
Diane B. Gifford ◽  
Francesca G. Jones ◽  
Stephanie Al Otaiba ◽  
Paul Yovanoff ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Early Literacy ◽  
Single Case ◽  
Literacy Skills ◽  
Single Case Design ◽  
Literacy Curriculum ◽  
Students With Special Needs ◽  
Cumulative Practice ◽  
Academic Year ◽  
Case Design

Abstract The purpose of this study was to examine the promise and feasibility of a newly developed curriculum to teach early literacy skills to students with intellectual disability (ID) and students with low IQs. The curriculum texts were written to include familiar settings, high frequency words, natural syntax, and cumulative practice. A single-case design was used with multiple baseline across levels of instruction and included eight participants who had IQs spanning from 40 to 63. The study was conducted across one academic year in two private schools for students with special needs. Results showed that all eight students demonstrated significant growth on proximal measures of taught words, as well as growth on at least some curriculum-based distal measures. Additionally, the program was demonstrated to be feasible; the teachers implemented the intervention with high degrees of fidelity and expressed satisfaction with the effectiveness and practicality of the program.

scholarly journals Preregistration in Single-Case Design Research

2019 ◽  
Vol 86 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Austin H. Johnson ◽  
Bryan G. Cook
Keyword(s):  
Design Research ◽  
Single Case ◽  
Single Case Design ◽  
Descriptive Information ◽  
Dependent Variables ◽  
Information Research ◽  
Research Questions ◽  
Participant Characteristics ◽  
Case Design ◽  
Research Studies

To draw informed conclusions from research studies, research consumers need full and accurate descriptions of study methods and procedures. Preregistration has been proposed as a means to clarify reporting of research methods and procedures, with the goal of reducing bias in research. However, preregistration has been applied primarily to research studies utilizing group designs. In this article, we discuss general issues in preregistration and consider the use of preregistration in single-case design research, particularly as it relates to differing applications of this methodology. We then provide a rationale and make specific recommendations for preregistering single-case design research, including guidelines for preregistering basic descriptive information, research questions, participant characteristics, baseline conditions, independent and dependent variables, hypotheses, and phase-change decisions.

Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

2016 ◽  
Vol 36 (4) ◽  
pp. 205-217 ◽  
Author(s):  
Ruth A. Kaminski ◽  
Kelly A. Powell-Smith
Keyword(s):  
Early Literacy ◽  
Phonemic Awareness ◽  
Single Case ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Early Literacy Intervention ◽  
Short And Long Term ◽  
Tier 3

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early, there is a paucity of research on Tier 3 early literacy interventions in preschool. A single-case multiple baseline across subjects design was used to examine the effects of a Tier 3 phonemic awareness intervention with preschool children who were identified as needing Tier 3 support in early literacy skills. The intervention was conducted individually with children, 5 to 10 min a day over an 8-week period. The results show gains in phonemic awareness for all children; however, the intervention was clearly more effective for some students than others. Factors that may have affected children’s learning are discussed.

Single Case Design Research

2021 ◽  
Author(s):  
Tiffany Nielson ◽  
Hailey Martinez ◽  
Ann McCaughan
Keyword(s):  
Design Research ◽  
Single Case ◽  
Single Case Design ◽  
Case Design
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