Effects of a Taped-Words Treatment Procedure on Learning Disabled Students' Sight-Word Oral Reading

1984 ◽  
Vol 7 (1) ◽  
pp. 49-54 ◽  
Author(s):  
Timothy J. Freeman ◽  
T.F. McLaughlin
Keyword(s):  
Oral Reading ◽  
Word Reading ◽  
Sharp Decrease ◽  
Response Rates ◽  
Learning Disabled ◽  
Error Rates ◽  
Tape Recorder ◽  
Disabled Students ◽  
Baseline Design ◽  
Sight Word

The effects of modeling vocabulary words using a tape recorder on six high-school learning disabled boys' sight-word reading were examined in a multiple-baseline design. Response rates were first scored during the Baseline condition when no tape recorder was used. No teacher modeling was given. Later response rates were measured during the Taped-Words condition after a tape recording only provided a model for correctly pronounced words. Results indicated an increase in correct oral response rates of isolated word lists and a sharp decrease in each student's oral error rates. Implications of the findings are drawn both for practitioners working with learning disabled students and for others involved with reading tasks. The results indicate that the students were able independently to improve their response rates through the use of the tape recorder alone, thus freeing the teacher for other kinds of instruction.

Improving Sight-Word Recognition Skills in LD Children: An Evaluation of Three Computer Program Variations

1988 ◽  
Vol 11 (2) ◽  
pp. 125-132 ◽  
Author(s):  
Joseph K. Torgesen ◽  
Mary D. Waters ◽  
Andrew L. Cohen ◽  
Jeffery L. Torgesen
Keyword(s):  
Young Children ◽  
Computer Program ◽  
Word Reading ◽  
Word Identification ◽  
Relative Effectiveness ◽  
Learning Disabled ◽  
Synthetic Speech ◽  
Baseline Design ◽  
Sight Word ◽  
Treatment Conditions

This study evaluated the relative effectiveness of three variations of a computer program designed to increase the sight-word reading vocabulary of young children. Subjects were 17 school-identified learning disabled children in grades 1, 2, and 3. A multi-element baseline design was used to expose all subjects to three different treatment conditions and a no-treatment control condition. In the treatment conditions, word sets consisting of 10 words each were practiced on versions of the computer program that employed either graphic representation of the words alone (visual-only), graphics plus synthetic speech (visual-auditory), or synthetic speech alone (auditory-only). All treatment conditions resulted in significant improvements in accuracy and speed of word identification, with no differences among treatments. The results are discussed in terms of implications for the design of reading software for young children.

Relative Effects of Two Previewing Procedures on LD Adolescents' Oral Reading Performance

1984 ◽  
Vol 7 (1) ◽  
pp. 39-44 ◽  
Author(s):  
Terry L. Rose ◽  
Lee Sherry
Keyword(s):  
Junior High School ◽  
Oral Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Students ◽  
Alternating Treatments Design ◽  
Assigned Reading ◽  
Instructional Procedures ◽  
Student Reading ◽  
School Learning

An alternating-treatments design was used to investigate the relative effects of two oral reading previewing procedures: (a) silent: the student reads silently the assigned reading passage prior to reading it aloud, and (b) listening: the teacher reads the assigned selection aloud with the student following along silently prior to the student reading the passage aloud. Five junior-high school learning disabled students, four boys and one girl, participated in the study. In four of five cases results showed that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. The findings are discussed in terms of their implications for research and instructional procedures, especially as these relate to adolescent learners.

Increasing the Oral Reading Performance of a Learning Disabled Adult

1981 ◽  
Vol 4 (3) ◽  
pp. 294-301 ◽  
Author(s):  
Lorna Idol-Maestas
Keyword(s):  
Performance Analysis ◽  
Direct Instruction ◽  
Oral Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Research Project ◽  
Baseline Design ◽  
Instruction Approach

This research project was designed to increase a male adult's oral reading performance. A direct instruction approach was used to teach lacking phonic skills previously determined through a detailed performance analysis. As a result of highly specific phonic lessons, reading performance was increased by three years over a three-month period. A multiple-baseline design was used to compare acquisition and maintenance of each phonic concept.

Relative Effects of Teacher-Directed and Taped Previewing on Oral Reading

1986 ◽  
Vol 9 (3) ◽  
pp. 193-199 ◽  
Author(s):  
Terry L. Rose ◽  
John R. Beattie
Keyword(s):  
Oral Reading ◽  
Learning Disabled ◽  
Error Rates ◽  
Performance Levels ◽  
Alternating Treatments Design ◽  
Listening Previewing

An alternating-treatments design was used to investigate the relative effects of two previewing procedures on oral reading: (a) listening previewing, in which the teacher read the assigned passage aloud while the student followed along silently prior to reading the passage aloud; and (b) taped previewing, in which the student listened to prerecorded reading passages while following along silently prior to reading the passage aloud. Subjects were four elementary-aged learning disabled (LD) boys. Compared to a no-previewing approach, systematic previewing procedures were found to be related to higher performance levels. In addition, the listening procedure was differentially related to higher rates of words read correctly. Neither previewing procedure was related to changes in error rates. Implications of results are drawn for research and instruction.

Specific Intervention for Multiplication Skill with Learning-Disabled Students

1999 ◽  
Vol 84 (2) ◽  
pp. 662-662 ◽  
Author(s):  
Jianyi Huang ◽  
Li Chao
Keyword(s):  
Visual Analysis ◽  
Nonparametric Test ◽  
Learning Disabled ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Specific Intervention ◽  
Disabled Students ◽  
Baseline Design

A multiple baseline design was used to assess the intervention of individual tutoring to help two learning-disabled students (15 and 16 years old) improve their multiplication of 1 -digit numbers over nine days of 10-min. instruction. Observation or visual analysis indicated 40 to 50% improvement after the intervention, and a nonparametric test of randomization showed that the students' improvement was retained during the 2-wk. follow-up.

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

Self-Recording during Group Instruction: Effects on Attention to Task

1981 ◽  
Vol 4 (4) ◽  
pp. 407-413 ◽  
Author(s):  
Daniel P. Hallahan ◽  
Kathleen J. Marshall ◽  
John Wills Lloyd
Keyword(s):  
Small Group ◽  
Oral Reading ◽  
Learning Disabled ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Self Monitoring ◽  
Task Behavior ◽  
On Task Behavior ◽  
Procedural Components ◽  
Attention To Task

The effects of self-monitoring on attention to task during small-group instruction were investigated. Three learning disabled (LD) boys with severe attentional problems were taught to self-monitor their on-task behavior while participating in oral reading tasks. A reversal design demonstrated marked increases in attention to task for all three students. The higher levels of on-task behavior were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn. The results indicate that self-monitoring procedures can be effectively employed during oral, small-group instruction, and that positive behavioral changes can be maintained over a period of time following the gradual fading of external, procedural components.

Learning Disabled Students' Spontaneous Use of Test-Taking Skills on Reading Achievement Tests

1985 ◽  
Vol 8 (3) ◽  
pp. 205-210 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Karla Bennion ◽  
Steven Lifson
Keyword(s):  
Reading Achievement ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Test ◽  
Strategy Use ◽  
Disabled Students ◽  
Test Items ◽  
Test Taking ◽  
Level Of Confidence ◽  
Resource Rooms

The present investigation was undertaken to identify the type of strategies learning disabled (LD) students employ on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and nondisabled students. Students attending resource rooms and regular third-grade classes were administered items from reading achievement tests and interviewed concerning the strategies they had employed in answering the questions and their level of confidence in each answer. Results indicated that (a) LD students were less likely to report use of appropriate strategies on inferential questions, (b) LD students were less likely to attend carefully to specific format demands, and (c) LD students reported inappropriately high levels of confidence.

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