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.

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.

scholarly journals Typefaces Are All Almost the Same. Non-systematic Review of Scientific Findings on the Impact of Typographic Features on Reading Performance

2021 ◽  
Vol 74 (74) ◽  
Author(s):  
Luciano Perondi
Keyword(s):  
Systematic Review ◽  
Reading Performance ◽  
Reading Process ◽  
The Subject ◽  
The Impact ◽  
Better Than

"The interest in discovering the limits of legibility has not ceased to interest those who use letters in typography and, to a certain extent, those who study the reading process. Sometimes the debate on the subject is marred by sensationalism. The research does not aim to identify a particular typeface and to promote it as “best for legibility”. The research aims to identify what are the possible reasons that make one typeface better than another and to make this knowledge available to the community, so that the typefaces can guarantee better reading performance, if this is possible."

Automatic Activation of Word Phonology from Print in Deep Dyslexia

1992 ◽  
Vol 45 (4) ◽  
pp. 575-608 ◽  
Author(s):  
Robert B. Katz ◽  
Susan M. Lanzoni
Keyword(s):  
Oral Reading ◽  
Reaction Times ◽  
Normal Subjects ◽  
Reading Performance ◽  
Decision Task ◽  
Function Words ◽  
Controlled Processing ◽  
Automatic Activation ◽  
Phonological Activation ◽  
Better Than

The performance of deep dyslexics in oral reading and other tasks suggests that they are poor at activating the phonology of words and non-words from printed stimuli. As the tasks ordinarily used to test deep dyslexics require controlled processing, it is possible that the phonology of printed words can be better activated on an automatic basis. This study investigated this possibility by testing a deep dyslexic patient on a lexical decision task with pairs of stimuli presented simultaneously. In Experiment 1, which used content words as stimuli, the deep dyslexic, like normal subjects, showed faster reaction times on trials with rhyming, similarly spelled stimuli (e.g. bribe-tribe) than on control trials (consisting of non-rhyming, dissimilarly spelled words), but slower reaction times on trials with non-rhyming, similarly spelled stimuli (e.g. couch-touch). When the experiment was repeated using function words as stimuli, the patient no longer showed a phonological effect. Therefore, the phonological activation of printed content words by deep dyslexics may be better than would be expected on the basis of their oral reading performance.

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.

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.

The Effect of Word- and Comprehension-Emphasis Instruction on Reading Performance

1983 ◽  
Vol 6 (2) ◽  
pp. 146-154 ◽  
Author(s):  
Lisa S. Fleisher ◽  
Joseph R. Jenkins
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Oral Reading ◽  
Treatment Effects ◽  
Reading Performance ◽  
The Other ◽  
The Third ◽  
Reading Errors ◽  
Instructional Procedures ◽  
Isolated Word

Three instructional procedures were compared to assess their effects on reading comprehension and word recognition. One approach emphasized comprehension, i.e., students were regularly questioned about the reading content and were not corrected when they made oral reading errors. A second approach consisted of word emphasis, whereby subjects were corrected for all reading errors and received error-word drills each day. They were not questioned about the content of their reading selection. The third approach combined aspects of the other two, including error-word corrections and drill along with comprehension questions. No differences were found among treatment effects on comprehension and oral reading; however, on an isolated word-recognition measure the approaches which included error-word drill produced higher scores.

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