Comparison of Procedures for Promoting Reading Proficiency of Two Children with Behavioral and Learning Disorders

1980 ◽  
Vol 5 (2) ◽  
pp. 102-107 ◽  
Author(s):  
Robert A. Gable ◽  
Richard E. Shores
Keyword(s):  
Teaching Strategies ◽  
Oral Reading ◽  
Reading Proficiency ◽  
Learning Disorders ◽  
Learning Behavior ◽  
Reinforcement Schedules ◽  
Teacher Modeling ◽  
Teacher Praise ◽  
Proficiency Level ◽  
Behavior Disordered

This study investigated the effects of two discrete teaching strategies for developing proficiency in oral reading. The use of teacher praise contingent upon pupil correct responses was compared with teacher modeling of words erred. The results clearly indicate that, for two learning/behavior disordered youngsters approaching a proficiency level in oral reading, manipulation of reinforcement schedules was demonstrated to be the more effective approach.

scholarly journals Reading Strategies Used in Reading Academic Texts by Students of High and Intermediate Reading Proficiency Levels

K ta Kita ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 82-87
Author(s):  
Johan Setiawan ◽  
Nani Indrajani Tjitrakusuma
Keyword(s):  
Learning Process ◽  
Reading Strategies ◽  
Reading Skills ◽  
Reading Proficiency ◽  
Text Structure ◽  
English Department ◽  
Elaborative Interrogation ◽  
Proficiency Levels ◽  
Academic Texts ◽  
Proficiency Level

In this study, the reading strategies used by students of high and intermediate reading proficiency levels were qualitatively examined. Reading strategies are important factors that affect someone's reading proficiency. In the development of education, reading strategies are continuously carried out to facilitate the learning process and sharpen students' reading skills. The purpose of this study is to discover the reading strategies used by the English Department students with high and intermediate reading proficiency levels in reading academic texts. This study uses reading strategies theory by Grabe (2009) combined with the interview questions by Mokhtari and Reichard (2002) to examine the reading strategies of ten participants consisting of five people with high reading proficiency level and five other people with intermediate reading proficiency level. This study showed that students of high reading proficiency levels tend to use more reading strategies than students with intermediate reading proficiency level. The biggest difference is in the use of text-structure awareness and inferencing strategies. It indicates that the mastery of text structure is directly related to reading effectiveness. Without text structure awareness, other reading strategies such as summarizing, inferencing, and elaborative interrogation will be seriously disrupted. Keywords:  Reading Strategies, Academic Text, High Reading Proficiency Level, Intermediate Reading Proficiency Level

A Comparison of Teacher Approval and Disapproval Statements across Categories of Exceptionality

1982 ◽  
Vol 6 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Robert A. Gable ◽  
Jo M. Hendrickson ◽  
Clifford C. Young ◽  
Richard E. Shores ◽  
Joseph J. Stowitschek
Keyword(s):  
Social Behavior ◽  
Classroom Behavior ◽  
Learning Disabled ◽  
Positive Influence ◽  
Teacher Competencies ◽  
Teacher Praise ◽  
Learner Performance ◽  
Contingent Praise ◽  
The Social ◽  
Behavior Disordered

Researchers have long sought to identify teaching acts that have a predictable effect on learner performance. The contingent use of teacher praise is well documented for its positive influence on the social behavior of handicapped youngsters. However, results of the present study indicate that teachers of the mentally retarded, multihandicapped and learning disabled and/or behavior disordered make limited use of praise over criticism in managing classroom behavior. Even though the technology exists for training selected teacher competencies, e.g., use of contingent praise, it would appear that problems remain in connection with maintaining these skills in applied settings.

Increasing Oral Reading Proficiency

1986 ◽  
Vol 10 (1) ◽  
pp. 115-130 ◽  
Author(s):  
Nirbhay N. Singh ◽  
Judy Singh
Keyword(s):  
Oral Reading ◽  
Reading Proficiency

Addressing the Large Standard Error of Traditional CBM-R: Estimating the Conditional Standard Error of a Model-Based Estimate of CBM-R

2020 ◽  
pp. 153450842093780
Author(s):  
Joseph F. T. Nese ◽  
Akihito Kamata
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Standard Error ◽  
Reading Proficiency ◽  
Student Growth ◽  
Curriculum Based Measurement ◽  
Poor Reading ◽  
Model Based ◽  
Standard Error Of Measurement ◽  
Large Standard Error

Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but has several practical and technical inadequacies, including a large standard error of measurement (SEM). Reducing the SEM of CBM-R scores has positive implications for educators using these measures to screen or monitor student growth. The purpose of this study was to compare the SEM of traditional CBM-R words correct per minute (WCPM) fluency scores and the conditional SEM (CSEM) of model-based WCPM estimates, particularly for students with or at risk of poor reading outcomes. We found (a) the average CSEM for the model-based WCPM estimates was substantially smaller than the reported SEMs of traditional CBM-R systems, especially for scores at/below the 25th percentile, and (b) a large proportion (84%) of sample scores, and an even larger proportion of scores at/below the 25th percentile (about 99%) had a smaller CSEM than the reported SEMs of traditional CBM-R systems.

scholarly journals Differences between Oral and Written Discourse and the Acquisition of Reading Proficiency

1982 ◽  
Vol 14 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Donald J. Leu
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Interference Effect ◽  
Reading Proficiency ◽  
Second Grade ◽  
Written Discourse ◽  
Reading Error ◽  
Written Text ◽  
Young Readers ◽  
Second Grade Students

Examines discourse conflicts between the structure of written text and the oral expectations of young readers. Twenty-eight second grade students read and retold two stories: one with oral and one with written discourse structures. ANOVA results suggest that written discourse stories were more difficult to comprehend. In addition, an interaction appeared between familiarity with written discourse structures and comprehension of the two story versions. As familiarity with written discourse structures increased, the interference effect on reading comprehension decreased. Oral reading error results paralleled these findings, suggesting that expectations based on a knowledge of oral discourse structures may, in some cases, actually interfere with the reading comprehension of young readers.

scholarly journals Effects of DynEd Reading Course on Students’ Reading Proficiency and Reading Motivation

2021 ◽  
Vol 2 (3) ◽  
pp. 426-436
Author(s):  
Bai Donna S. Aliman
Keyword(s):  
College Students ◽  
Reading Skills ◽  
Reading Motivation ◽  
Reading Proficiency ◽  
State University ◽  
Language Program ◽  
Proficiency Level ◽  
Success Course ◽  
Before And After ◽  
Intrinsic Reading Motivation

Dynamic Education (DynEd) International Inc. is a leading provider of Interactive Language Program designed to enhance learners’ English communication skills. This study aimed to determine the effect of the DynEd’s Reading course on reading proficiency and reading motivation of the students in Mindanao State University-Maguindanao during 2nd Semester of A.Y. 2017-2018. The study was conducted with the college students taking Job Enabling English Proficiency (JEEP) Start 2 courses. Sixty students were randomly selected among the eligible students to take Reading for Success course of the DynEd courseware. In this study, single group experimental with pretest and posttest design was used. The reading section of a TOEFL and Motivation for Reading Questionnaire (MRQ) by Wang and Guthrie (2004) were used as research instruments. The results showed that before DynEd Reading course was introduced, the students’ reading proficiency level was described as low. However, after the 8-week long intervention using courseware, the students’ reading proficiency level increased to intermediate level. Moreover, the students’ intrinsic and extrinsic reading   motivation level before and after the intervention were all found out to be in “motivated” level. It was also found out that comparison between the pretest and posttest in reading proficiency and intrinsic reading motivation were significant. It was then concluded that the DynEd Reading course is effective in improving the reading proficiency level and intrinsic reading motivation of the college students. The result implies that DynEd courseware is an effective tool to enhance the reading skills of the students.

scholarly journals Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations With Reading Proficiency in Norwegian, Grades 2-5

2016 ◽  
Vol 52 (2) ◽  
pp. 177-201 ◽  
Author(s):  
Anne Arnesen ◽  
Johan Braeken ◽  
Scott Baker ◽  
Wilhelm Meek-Hansen ◽  
Terje Ogden ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Reading Proficiency ◽  
Predictive Relations
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