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.

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.

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 Illustrations on Reading Performance: Implications for Further LD Research

1980 ◽  
Vol 3 (2) ◽  
pp. 60-70 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Learning Disabled ◽  
Reading Performance ◽  
Beginning Readers ◽  
Disabled Children ◽  
The Poor ◽  
Research Findings ◽  
Printed Word ◽  
Low Ability

This article reviews available research findings on the influence of illustrations on the reading performance (i.e., word recognition and reading comprehension) of beginning readers in general and in specific subgroups of beginning readers (e.g., poor achievers, low-ability students). Findings suggest that the presence of illustrations interferes with poorly achieving and low-ability children's performance on word recognition tasks and that illustrations are of questionable value to such children's performance on reading comprehension tasks. The possibility that illustrations serve to distract the poor reader's attention from the printed word is discussed. The inability to filter out extraneous stimuli and focus selectively on a task frequently seen in learning disabled children is presented in terms of selective attention theory. Suggestions are offered for further research on the effect of illustrations on learning disabled youngsters' reading performance.

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.

Effects of Corrective Feedback on Comprehension Skills of Remedial Students

1981 ◽  
Vol 13 (2) ◽  
pp. 131-143 ◽  
Author(s):  
Darlene Pany ◽  
Kathleen M. Mccoy ◽  
Ellen E. Peters
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Corrective Feedback ◽  
Skill Level ◽  
Miscue Analysis ◽  
Remedial Students ◽  
Reading Errors ◽  
Comprehension Skills ◽  
Dependent Variables ◽  
Story Retell

The purpose of this study was to examine the effect of Corrective Feedback during oral reading on reading comprehension performance. A total of 34 students were classified by reading skill level into two groups: Primary (skill range 1.5–3.0) and Intermediate (skill range 3.5–5.5). Within each group half of the students were randomly assigned to either a Corrective Feedback condition or to a No Correction condition. Four dependent variables were obtained from the results of a miscue analysis, story retell, comprehension questions and oral reading errors. Few significant differences occurred between students' comprehension performance at either skill level under either condition. Overall comprehension performance was good under both conditions. The results of this study do not support the position that corrective feedback is detrimental to reading comprehension.

Investigating the Relationship between Comprehension and Word Recognition: Oral Reading Analysis of Children with Comprehension or Word Recognition Disabilities

1979 ◽  
Vol 11 (1) ◽  
pp. 41-48 ◽  
Author(s):  
Janet Ross Kendal ◽  
Joyce Hood
Keyword(s):  
Word Recognition ◽  
Oral Reading ◽  
Contextual Information ◽  
Reading Performance ◽  
Grade 5 ◽  
Poor Comprehension ◽  
Disabled Readers ◽  
Grade 3 ◽  
The Relationship

Two types of disabled readers were identified: those with good comprehension but poor word recognition (HiC-LoWR) and those with poor comprehension but adequate word recognition (LoC-HiWR). All Ss read orally a grade 3 and a grade 5 story, and their reading performance was evaluated. Preliminary analyses indicated that, contrary to expectations, HiC-LoWR Ss used contextual information less well and corrected fewer errors. When Ss' oral reading of stories of comparable difficulty was contrasted, HiC-LoWR Ss, as expected, used contextual information to better advantage. Results suggested there is more involved in comprehending text than the ability to recognize individual words.

Letter-by-letter Reading: Psychological Descriptions of a Neurologial Syndrome

1982 ◽  
Vol 34 (3) ◽  
pp. 411-441 ◽  
Author(s):  
Karalyn Patterson ◽  
Janice Kay
Keyword(s):  
Word Recognition ◽  
Oral Reading ◽  
Process Model ◽  
Single Case ◽  
General Description ◽  
Correct Word ◽  
Letter Identification ◽  
Central Topic ◽  
Reading Errors ◽  
Psychological Models

Following a general description of the characteristics of letter-by-letter reading and a summary of previous explanations of this reading deficit in both neurological and psychological models, four single-case studies of patients with this syndrome are presented. One central topic, addressed by experimental investigation, concerns comprehension of written words. Despite the use of multiple techniques, no evidence was obtained for the hypothesis that comprehension of a word could occur prior to or in the absence of the letter-by-letter analysis required for oral reading. It appears that these patients must do sequential letter identification of a word in order both to understand it and to report it. A second central topic, addressed through analysis of reading errors, concerns procedures for word recognition. Two of the four patients showed a “pure” letter-by-letter syndrome, with no difficulty in word recognition once the component letters had been identified. For the other two patients, an additional lexical deficit often prevented a correctly identified sequence of letters from achieving recognition as the correct word. Alternative interpretations of these patterns are discussed in terms of a process model.

scholarly journals Word recognition from speech signal using linear predictive coding and spectrum analysis

2018 ◽  
Vol 7 (3) ◽  
pp. 1531
Author(s):  
Mandeep Singh ◽  
Gurpreet Singh
Keyword(s):  
Word Recognition ◽  
Sample Size ◽  
Spectrum Analysis ◽  
Speech Signal ◽  
Predictive Coding ◽  
The Other ◽  
Hybrid Technique ◽  
Linear Predictive Coding ◽  
Statistical Parameters ◽  
Isolated Word

This paper presents a technique for isolated word recognition from speech signal using Spectrum Analysis and Linear Predictive Coding (LPC). In the present study, only those words have been analyzed which are commonly used during a telephonic conversations by criminals. Since each word is characterized by unique frequency spectrum signature, thus, spectrum analysis of a speech signal has been done using certain statistical parameters. These parameters help in recognizing a particular word from a speech signal, as there is a unique value of a feature for each word, which helps in distinguishing one word from the other. Second method used is based on LPC coefficients. Analysis of features extracted using LPC coefficients help in identification of a specific word from the input speech signal. Finally, a combination of best features from these two methods has been used and a hybrid technique is proposed. An accuracy of 94% has been achieved for sample size of 400 speech words.  

scholarly journals Effects of Contextualized and Decontextualized Practice Conditions on Word Recognition

1978 ◽  
Vol 1 (3) ◽  
pp. 39-47 ◽  
Author(s):  
Lisa S. Fleisher ◽  
Joseph R. Jenkins
Keyword(s):  
Word Recognition ◽  
Teaching Strategies ◽  
Oral Reading ◽  
Remedial Reading ◽  
Learning Disabled ◽  
Reading Teachers ◽  
Isolated Word ◽  
Effectiveness And Efficiency ◽  
Reading Measures ◽  
Selection Of

Two commonly used teaching strategies in reading are reading in context alone (contextualized practice) and reading in context supplemented with isolated word practice (decontextualized practice). This study by Fleisher and Jenkins was designed to compare the effectiveness and efficiency of the two strategies with a population of learning disabled boys. Results indicated that decontextualized practice produced significantly greater isolated word recognition, and that performance following contextualized practice exceeded that of a no instruction control. However, the instructional treatments did not differentially affect oral reading in context as measured by rate or accuracy. The implications of these findings are discussed in relation to the selection of reading objectives and reading measures by remedial reading teachers.

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