國立虎尾科技大學 |

Supporting Communicative Autonomy Through Academics : = The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Taking.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Supporting Communicative Autonomy Through Academics :/
其他題名:	The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Taking.
作者:	Haughney, Kathryn Leigh.
面頁冊數:	1 online resource (221 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355876000

Supporting Communicative Autonomy Through Academics : = The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Taking.
Haughney, Kathryn Leigh.

Supporting Communicative Autonomy Through Academics :The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Taking. - 1 online resource (221 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2018.

Includes bibliographical references

The present study used a multiple probe across participants design with an embedded generalization measure to examine the effect of systematic and explicit instruction of text-based listening comprehension strategy instruction through the implementation of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a discussion of those texts. Participants were four high school students with moderate to severe disabilities and commThe present study used a multiple probe across participants design with an embedded generalization measure to examine the effect of systematic and explicit instruction of text-based listening comprehension strategy instruction through the implementation of two concurrent dependent variables: listening comprehension responses to wh- questions and communicative turn-taking during a discussion of those texts. Participants were four high school students with moderate to severe disabilities and communication needs supported by augmentative and alternative communication. Additional analyses included the generalization of these effects to a special education classroom group discussion, the target student's view of the intervention, and the classroom staff's view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities.unication needs supported by augmentative and alternative communication. Additional analyses included the generalization of these effects to a special education classroom group discussion, the target student's view of the intervention, and the classroom staff's view of the changes observed between baseline and intervention communicative turn-taking by target participants with disabilities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355876000Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Supporting Communicative Autonomy Through Academics : = The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Taking.
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