scholarly journals The Predictability of Oral Reading Behaviors on Comprehension in Learning Disabled and Normal Readers

1980 ◽  
Vol 12 (3) ◽  
pp. 231-236 ◽  
Author(s):  
Susanna W. Pflaum
Keyword(s):  
Oral Reading ◽  
Learning Disabled ◽  
Reading Level ◽  
Elementary Children ◽  
Regression Analyses ◽  
Disabled Children ◽  
Reading Behaviors ◽  
Cue Use ◽  
Meaning Change ◽  
Processing Differences

This study examined a method of studying the unique contributions to comprehension from different oral reading behaviors determined in the reading of a group of learning disabled children compared with that of a group of normal readers. Seventy-six (36 LD; 40 non-LD) elementary children participated in the task which required them to read orally a story and then retell all recalled information. Reading level was controlled, and, using a proportion of story propositions retold as the dependent variable, regression analyses were computed. With the non-LD group, no contributions to comprehension of any magnitude were due to the oral reading behaviors. With the LD group, however, two oral reading behaviors were found to provide unique contributions to the variance in comprehension. Higher rates of meaning-change errors predicted lowered comprehension, and higher rates of high phonic cue use predicted higher comprehension in the LD group. Recommendations included suggestions for further study of processing differences between disabled and normal readers.

Rhythmicity and Motor Skill

1983 ◽  
Vol 57 (1) ◽  
pp. 327-331 ◽  
Author(s):  
Wendell Liemohn
Keyword(s):  
Motor Skill ◽  
Learning Disabled ◽  
Total Variance ◽  
Regression Analyses ◽  
Disabled Children ◽  
Motor Tasks ◽  
Gross Motor ◽  
Independent Variables

Noting lack of synchrony in the movement of retarded and learning disabled children led to the development of four tests requiring subjects to tap their hands in concert with a metronome. In this study the scores that 175 of these children made on the rhythmic tests were factor analyzed to obtain factor scoring coefficients; the latter were then used alone and with age in the regression analyses to predict performance on two fine and eight gross motor tasks. The proportions of total variance accounted for by the independent variables ranged from (a) .09 to .31 when the rhythmic factor-scoring coefficients were used alone and (b) .15 to .36 when age was included with the rhythmic factor-scoring coefficients.

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.

Modification of Comprehension Deficits in Learning Disabled Children

1981 ◽  
Vol 4 (2) ◽  
pp. 189-202 ◽  
Author(s):  
Lee Swanson
Keyword(s):  
Oral Reading ◽  
Learning Disabled ◽  
Free Time ◽  
Multiple Baseline ◽  
Disabled Children ◽  
Reading Errors ◽  
Dependent Behavior ◽  
Instructional Level ◽  
Changing Criterion ◽  
Criterion Analysis

Three experiments investigated the effects of self-recording, tokens and contingent free time on learning disabled children's reading-comprehension performance. The introduction of self-recording and token reinforcement in Experiment I decreased the percentage of oral reading errors at the child's instructional level, with no concurrent effect on comprehension scores. Results of Experiment II (a combined multiple baseline and changing criterion analysis) suggested that contingent free time and self-recording increased silent independent reading rate but produced only mild increases on comprehension scores. Experiment III found utilization of contingent free time and self-recording to result in substantial comprehension changes. Results of these three experiments support recent findings that only minimal changes occur on comprehension performance when left as an untargeted dependent behavior.

Repeated Reading and Reading Fluency in Learning Disabled Children

1985 ◽  
Vol 20 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Carol A. Rashotte ◽  
Joseph K. Torgesen
Keyword(s):  
Reading Fluency ◽  
Repeated Reading ◽  
Learning Disabled ◽  
Disabled Children
Sign in / Sign up

Export Citation Format

Share Document