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.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Supporting Communicative Autonomy Through Academics :/
Reminder of title:	The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Taking.
Author:	Haughney, Kathryn Leigh.
Description:	1 online resource (221 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Special education. -
Online resource:	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.
LDR:03153ntm a2200349Ki 4500 001 918096
005 20181022132814.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355876000
035 $a (MiAaPQ)AAI10790451
035 $a (MiAaPQ)uncc:11670
035 $a AAI10790451
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Haughney, Kathryn Leigh. $3 1192329
245 1 0 $a Supporting Communicative Autonomy Through Academics : $b The Effects of Text-Based Listening Comprehension Strategy Instruction on Communicative Turn-Taking.
264 0 $c 2018
300 $a 1 online resource (221 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Advisers: Belva C. Collins; Diane M. Browder.
502 $a Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2018.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Curriculum development. $3 1148494
650 4 $a Teacher education. $3 1148451
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0727
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of North Carolina at Charlotte. $b Special Education. $3 1192330
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10790451 $z click for full text (PQDT)