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.

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.

Error-Correction during Oral Reading: A Comparison of Three Techniques

1986 ◽  
Vol 9 (3) ◽  
pp. 182-192 ◽  
Author(s):  
Michael S. Rosenberg
Keyword(s):  
Error Correction ◽  
Oral Reading ◽  
Instructional Effectiveness ◽  
Teacher Behaviors ◽  
School Students ◽  
Alternating Treatments Design ◽  
Student Academic Performance ◽  
Rehearsal Strategy ◽  
Two Phases ◽  
Error Correction Procedures

Recent investigations of instructional effectiveness have identified a core of teacher behaviors that result in increased student academic performance. One such behavior, correction of student errors, was examined in the present study. An alternating-treatments design with two phases was used to investigate the relative efficacy of three error-correction procedures on the oral reading of four LD middle-school students. Results indicated that a drill procedure was more effective and efficient than a word-supply procedure and a phonic-drill rehearsal strategy. Results are presented in terms of their implications for instructional and research practices.

Effects of Relative Competence on Learning Disabled Children'S Oral Reading Performance

1984 ◽  
Vol 7 (1) ◽  
pp. 108-112 ◽  
Author(s):  
Barbara W. Gottlieb
Keyword(s):  
Oral Reading ◽  
Social Facilitation ◽  
Learning Disabled ◽  
Dependent Measure ◽  
Reading Performance ◽  
Academic Instruction ◽  
Reading Errors ◽  
Main Effect ◽  
The Impact ◽  
Better Than

The effect of social facilitation, particularly the impact of perceived evaluation and relative competence of handicapped learners, was tested to determine its efficacy in predicting 26 learning disabled children's oral reading performance. Two conditions reflected the competence variable: low relative competence and similar relative competence. The dependent measure was number of oral reading errors. Results revealed a significant main effect, indicating that children who read with similar-ability peers performed significantly better than when they read with peers of superior ability. Results are discussed in relation to mainstreaming decisions and homogeneous groupings of students for direct academic instruction.

scholarly journals Evaluating Error-Correction Procedures for Oral Reading

1979 ◽  
Vol 13 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Kathy Larson
Keyword(s):  
Error Correction ◽  
Oral Reading ◽  
Error Correction Procedures

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.

Auditory Perception and Reading: Another Look

1980 ◽  
Vol 3 (3) ◽  
pp. 19-29
Author(s):  
Jean R. Harber
Keyword(s):  
Oral Reading ◽  
Empirical Data ◽  
Auditory Perception ◽  
Silent Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Children ◽  
Perceptual Skills ◽  
Word Analysis ◽  
The Relationship

While several practitioners have noted that learning disabled children often experience difficulties with certain auditory perceptual skills, only limited empirical data can be found to support or refute such an assumption. This study examined the relationship between two auditory perceptual skills — sound blending and auditory closure — and reading performance in learning disabled children. Three measures of reading performance were used: word analysis skills, oral reading, and silent reading performance. With the effects of intelligence and age controlled for, only the relationship between auditory closure and word analysis skills reached educational significance.

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 Error Correction on Word Recognition and Reading Comprehension

1983 ◽  
Vol 6 (2) ◽  
pp. 139-145 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Kathy Larson ◽  
Lisa Fleisher
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Error Correction ◽  
Oral Reading ◽  
Instructional Practice ◽  
Learning Disabled ◽  
Poor Readers ◽  
Reading Process ◽  
Reading Errors ◽  
Within Subjects

Two procedures for correcting oral reading errors, Word Supply and Word Drill, were examined to determine their effects on measures of word recognition and comprehension. The two corrections were applied to 17 learning disabled, poor readers in a within-subjects design. Results indicated that the Drill correction significantly enhanced word recognition and comprehension of sentences which contained original error words. The findings are discussed in terms of “bottom-up” analyses of the reading process and their implications for instructional practice.

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