How Learning Disabled Student's Failure to Attend to Suffixes Affects Their Oral Reading Performance

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.

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Effects of two Error-Correction Procedures on Oral Reading

Learning Disability Quarterly ◽

10.2307/1510570 ◽

1982 ◽

Vol 5 (2) ◽

pp. 100-105 ◽

Cited By ~ 27

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.

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

Learning Disability Quarterly ◽

10.2307/1510267 ◽

1984 ◽

Vol 7 (1) ◽

pp. 108-112 ◽

Cited By ~ 2

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.

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Increasing the Oral Reading Performance of a Learning Disabled Adult

Learning Disability Quarterly ◽

10.2307/1510951 ◽

1981 ◽

Vol 4 (3) ◽

pp. 294-301 ◽

Cited By ~ 9

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.

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Auditory Perception and Reading: Another Look

Learning Disability Quarterly ◽

10.2307/1510627 ◽

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.

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

Learning Disability Quarterly ◽

10.2307/1510743 ◽

1981 ◽

Vol 4 (4) ◽

pp. 407-413 ◽

Cited By ~ 60

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.

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Teacher Ability in Recording Oral Reading Performance

Academic Therapy ◽

10.1177/105345127801400205 ◽

1978 ◽

Vol 14 (2) ◽

pp. 187-192 ◽

Cited By ~ 2

Author(s):

Richard L Allington

Keyword(s):

Oral Reading ◽

Reading Performance ◽

Teacher Ability

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The Effects of Kephart's Perceptual Motor-Training on a Reading Clinic Sample

Journal of Learning Disabilities ◽

10.1177/002221947200500904 ◽

1972 ◽

Vol 5 (9) ◽

pp. 545-551 ◽

Cited By ~ 9

Author(s):

Joanna Sullivan

Keyword(s):

Reading Instruction ◽

Oral Reading ◽

Reading Performance ◽

Poor Readers ◽

Motor Training ◽

Binocular Fusion ◽

Average Intelligence ◽

Summer Session ◽

Reading Clinic ◽

Effectiveness Of Training

The present study is concerned with the effects of Kephart's perceptual-motor training procedures upon the reading performance of poor readers in a reading clinic population with average and above average intelligence. The study was conducted during a six-week summer session. This study also compares the effectiveness of training upon the reading performance of children with binocular fusion difficulties and those having no visual defects. Subjects were of average and above average intelligence in school grades 4 to 12. There were 41 subjects in each group, experimental and control, matched for age grade, IQ, and reading performance. All pupils received two hours of reading instruction daily. Experimental pupils received three types of perceptual-motor training for a half hour daily for six weeks: chalkboard training consisting of four tracing exercises in balance, laterality, and directionality. Results showed that perceptual-motor training had no effect upon reading comprehension of poor readers, yet effects upon oral reading were close to significant (.10 > p >.05). Kephart's perceptual-motor exercises did not improve the reading performance of children with binocular fusion difficulties.

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