The impact of design methodology on teachers' acceptability and usability ratings of repeated reading
Date of Completion
January 2007
Keywords
Education, Educational Psychology|Education, Reading
Degree
Ph.D.
Abstract
One highly effective intervention that is commonly recommended to improve reading fluency is Repeated Reading (RR). Although literature on RR has provided strong evidence for the effectiveness of the intervention, there is a lack of evidence regarding consumers' acceptability and usage of the intervention. The purpose of this study is to examine teachers' acceptability and usability ratings of the commonly recommended and highly effective strategy of RR, while simultaneously examining the impact of research design on teachers' acceptability and usability ratings. To date, although naturalistic design methodology has been advocated, most of the research conducted regarding the treatment acceptability of interventions has used analog design methods. Although naturalistic methodology has been recommended, empirical examination of the influence of design methodology has not occurred. Therefore, this study will seek to determine if teachers will rate RR as an acceptable and usable instructional strategy for addressing student reading fluency, and if research design method (i.e., analog, naturalistic) differentially impacts teachers' acceptability and usability ratings of RR. ^
Recommended Citation
Chanese, Julie Anne Milsom, "The impact of design methodology on teachers' acceptability and usability ratings of repeated reading" (2007). Doctoral Dissertations. AAI3259564.
https://digitalcommons.lib.uconn.edu/dissertations/AAI3259564