Talk Aloud Problem Solving: Exploration of Acquisition and Frequency Building in Science Text
Open Access
Author:
Dembek, Ginny A
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
September 27, 2013
Committee Members:
Richard M Kubina Jr., Dissertation Advisor/Co-Advisor Richard M Kubina Jr., Committee Chair/Co-Chair David Lee, Committee Member Mary Catherine Scheeler, Committee Member Dr Scott Mc Donald, Committee Member
Keywords:
Talking Aloud Problem Solving Frequency Building Problem solving Science Learning Disabilities Reading Comprehension
Abstract:
Discovering new ways to help students attain higher levels of scientific knowledge and to think critically is a national goal (Educate to Innovate campaign). Despite the best intentions, many students struggle to achieve a basic level of science knowledge (NAEP, 2011). The present study examined Talk Aloud Pair Problem Solving and frequency building with five students who were diagnosed with a disability and receive specialized reading instruction in a special education setting. Acquisition was obtained through scripted lessons and frequency building or practice strengthened the student’s verbal repertoire making the problem solving process a durable behavior. Overall, students all demonstrated improvements in problem solving performance when compared to baseline. Students became more significantly accurate in performance and maintenance in learning was demonstrated. Generalization probes indicated improvement in student performance. Implications for practice and future research are discussed.
