Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

562
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
562
Information Processing Approach01:30

Information Processing Approach

502
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
502
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

816
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
816
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

968
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
968

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Interventions for Transition-Related Challenging Behavior in Individuals with Disabilities: A Targeted Research Synthesis and Meta-Analysis of Studies Published in Behavior Analytic Journals.

Behavior modification·2026
Same author

Parental Influence on Children's Media Use in South Korea: National Population-Based Study.

JMIR human factors·2026
Same author

Life skills evaluation in a kindergarten special education classroom.

Journal of applied behavior analysis·2025
Same author

Enhanced Expression of Mitochondrial Magmas Protein in Ovarian Carcinomas: Magmas Inhibition Facilitates Antitumour Effects, Signifying a Novel Approach for Ovarian Cancer Treatment.

Cells·2025
Same author

Delayed Consequences in General Education through the Lenses of Delay Discounting and Verbal Behavior.

The Analysis of verbal behavior·2025
Same author

Choice versus no choice: Practical considerations for increasing choices.

Journal of applied behavior analysis·2024
Same journal

Incorporating Qualitative Data when Training Behavior Analysts.

Behavior analysis in practice·2026
Same journal

Measurement of Emotions Tacting for Empathic Responding (METER): An Example of a Process for Creating an Inclusive Assessment of Emotion Recognition using Validated and Diverse Facial Expression Stimuli.

Behavior analysis in practice·2026
Same journal

Correction: Introduction to "Embracing Qualitative Research in Behavior Analysis: Lessons of Qualitative Research in/and Practice"-Part 2, Personal, Professional, and Pedagogical Perspectives.

Behavior analysis in practice·2026
Same journal

Conditioned Motivating Operations: Examples and Practical Considerations.

Behavior analysis in practice·2026
Same journal

Addressing Pervasive Myths About Qualitative Research to Promote Methodological Diversity in Applied Behavior Analysis.

Behavior analysis in practice·2026
Same journal

Practical Resources for Embedding Opportunities to Practice Dissemination-Related Skills Into Coursework and Supervision Experiences.

Behavior analysis in practice·2026
See all related articles

Related Experiment Video

Updated: Jan 13, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

7.2K

Technical Reading Comprehension in Preschool and Second-Grade Students.

Georgette A Morgan1,2, Ji Young Kim3, Mary K Short1

  • 1Health Studies & Applied Educational Psychology, Teachers College, Columbia University, New York, NY USA.

Behavior Analysis in Practice
|January 12, 2026
PubMed
Summary
This summary is machine-generated.

This study shows that a reader immersion procedure improves technical reading comprehension in young students. The intervention helps children accurately read and follow written directions, enhancing their ability to complete tasks independently.

Keywords:
EducationInstructional arrangementRead-do correspondenceReader immersion procedureTechnical reading comprehension

More Related Videos

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.5K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.2K

Related Experiment Videos

Last Updated: Jan 13, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

7.2K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.5K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.2K

Area of Science:

  • Education
  • Psychology
  • Applied Behavior Analysis

Background:

  • Technical reading comprehension, essential for academic and daily tasks, is linked to read-do correspondence.
  • Developing the ability to accurately follow written instructions is crucial for student independence and learning.

Purpose of the Study:

  • To evaluate the effectiveness of a reader immersion procedure on the acquisition of read-do correspondence in preschool and second-grade students.
  • To determine if this procedure enhances technical reading comprehension skills.

Main Methods:

  • Two experiments were conducted involving preschool and second-grade students.
  • A reader immersion procedure was implemented, requiring participants to read steps to access rewards.
  • Read-do correspondence was measured through read-draw and read-build tasks.

Main Results:

  • All seven participants demonstrated an increase in read-do correspondence after the reader immersion intervention.
  • The procedure was effective for both preschool and second-grade participants.

Conclusions:

  • The reader immersion procedure is an effective method for teaching read-do correspondence and improving technical reading comprehension.
  • This skill has significant implications for educational settings and independent functioning in daily life.