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.

Effects of Previewing on the Oral Reading of Mainstreamed Behaviorally Disordered Students

1984 ◽  
Vol 10 (1) ◽  
pp. 33-39 ◽  
Author(s):  
Terry L. Rose
Keyword(s):  
Oral Reading ◽  
Error Rates ◽  
Behaviorally Disordered ◽  
Performance Levels ◽  
Alternating Treatments Design ◽  
Study Results ◽  
Listening Previewing

An alternating treatments design was used to investigate the relative effects of two previewing procedures on oral reading: (a) silent previewing, which required the student to read silently the assigned passage prior to reading the passage aloud; and (b) listening previewing, in which the teacher read the assigned passage aloud while the student followed along silently prior to the student's reading the passage aloud. Five male elementary-aged behaviorally disordered learners participated in the study. Results indicated that both systematic previewing procedures were related to higher performance levels than when no previewing was provided. In addition, the listening procedure was differentially related to higher rates of words read correctly than the silent procedure. Neither previewing procedure was related to changes in error rates. Results are discussed further in terms of their implications for research and instruction.

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.

Effects of two Error-Correction Procedures on Oral Reading

1982 ◽  
Vol 5 (2) ◽  
pp. 100-105 ◽  
Author(s):  
Terry L. Rose ◽  
Elizabeth McEntire ◽  
Carol Dowdy
Keyword(s):  
Error Correction ◽  
Oral Reading ◽  
Reading Skills ◽  
Relative Effectiveness ◽  
Learning Disabled ◽  
Reading Performance ◽  
Alternating Treatments Design ◽  
Systematic Correction ◽  
School Learning ◽  
Error Correction Procedures

An alternating-treatments design was used to investigate the relative effectiveness of two error-correction procedures, word supply and phonic analysis, on the oral reading performance of five elementary-school learning disabled students, four boys and one girl. All subjects had deficient oral reading skills. Results indicated that (a) increased oral reading rates were related to systematic correction procedures, and (b) the word-supply procedure was relatively superior to the phonic analysis method. Possible reasons for these findings are discussed, as are suggestions for future investigations and implications for instruction.

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.

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.

What is a reading error?

2010 ◽  
Vol 31 (4) ◽  
pp. 735-757 ◽  
Author(s):  
WILLIAM LABOV ◽  
BETTINA BAKER
Keyword(s):  
Elementary Schools ◽  
Oral Reading ◽  
Error Rates ◽  
Reading Test ◽  
European American ◽  
Opposite Pattern ◽  
Reading Error ◽  
True Reading ◽  
Mandated Assessments ◽  
The Given

ABSTRACTEarly efforts to apply knowledge of dialect differences to reading stressed the importance of the distinction between differences in pronunciation and mistakes in reading. This study develops a method of estimating the probability that a given oral reading that deviates from the text is a true reading error by observing the semantic impact of the given pronunciation on the child's reading of the text that immediately follows. A diagnostic oral reading test was administered to 627 children who scored in the 33rd percentile range and below on state-mandated assessments in reading in Philadelphia, Pennsylvania, Atlanta, Georgia, and California elementary schools. Subjects were African American, European American, and Latino, including Latinos who learned to read in Spanish and in English first. For 12 types of dialect-related deviations from the text that were studied, the error rates in reading the following text were calculated for correct readings, incorrect readings, and potential errors. For African Americans, many of these potential errors behaved like correct readings. The opposite pattern was found for Latinos who learned to read in Spanish first: most types of potential errors showed the high percentage of following errors that is characteristic of true errors.

Gray Oral Reading Tests: Some Reliability and Validity Data with Learning-Disabled Children

1982 ◽  
Vol 50 (2) ◽  
pp. 673-674 ◽  
Author(s):  
David B. Ryckman
Keyword(s):  
Oral Reading ◽  
Reliability And Validity ◽  
Learning Disabled ◽  
Reading Test ◽  
Reading Scores ◽  
Reading Tests ◽  
Validity Data ◽  
Long Term Stability ◽  
Grade Levels ◽  
Level Data

For the Gray Oral Reading Test grade-level data on 186 disabled (reading-retarded) children showed reasonable long-term stability. WISC-R scores did not predict their reading scores. Correlations between the Gray and Gates-MacGinitie Reading Test grade-levels were moderate, though Gray scores were significantly lower than Gates scores.

Direct Instruction: Effects on Oral and Written Language Comprehension

1980 ◽  
Vol 3 (4) ◽  
pp. 70-76 ◽  
Author(s):  
John Lloyd ◽  
Douglas Cullinan ◽  
Elizabeth D. Heins ◽  
Michael H. Epstein
Keyword(s):  
Direct Instruction ◽  
Oral Reading ◽  
Learning Disabled ◽  
Control Group ◽  
Reading Tests ◽  
Homogeneous Groups ◽  
Significant Difference ◽  
Group A ◽  
Basic Facts ◽  
Based Instruction

Twenty-three learning disabled children were randomly assigned to three different classrooms, one of which served as a control condition. The two experimental classrooms consisted of homogeneous groups of students who were provided behaviorally based instruction, including direct instruction in language skills such as vocabulary, statement repetition, literal and inferential comprehension, and basic facts (e.g., names of months). At posttesting on the Slosson Intelligence and Gilmore Oral Reading tests the mean score of the experimental classes were found to be approximately three-fourths of a standard deviation higher that the means for the control group, a directionally significant difference in both cases. The results are discussed as support for the proposition that use of direct instruction procedures is a successful means of overcoming the learning difficulties of children considered learning disabled.

A Descriptive Followup Study of Learning Disabled Boys

1981 ◽  
Vol 4 (2) ◽  
pp. 152-162 ◽  
Author(s):  
Peter Leone ◽  
Thomas Lovitt ◽  
Cheryl Hansen
Keyword(s):  
Grade Point Average ◽  
Oral Reading ◽  
Learning Disabled ◽  
School Experiences ◽  
Elementary Grades ◽  
Grade Point ◽  
High School Experiences ◽  
Academic Deficits ◽  
General School ◽  
Direct Measures

A followup study of ten pupils five-six years after their enrollment in a special learning disabilities (LD) program is reported. Information presented on these pupils includes direct measures of oral reading, indices of general school performance (e.g., grade point average and attendance), and interview responses. Data are also presented on the performances of a comparison group of students. The results suggest that substantial academic deficits in the elementary grades do not preclude successful high school experiences for LD pupils.

Perceptual and Academic Patterns of Learning-Disabled/Gifted Students

1992 ◽  
Vol 74 (2) ◽  
pp. 599-609 ◽  
Author(s):  
Karen A. Waldron ◽  
Diane G. Saphire
Keyword(s):  
Oral Reading ◽  
Visual Discrimination ◽  
Gifted Students ◽  
Learning Disabled ◽  
Auditory Discrimination ◽  
Auditory Memory ◽  
Control Group ◽  
Gifted Children ◽  
Decoding Skills ◽  
Visual Spatial

This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.

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