Relative Effects of Teacher-Directed and Taped Previewing on Oral Reading

An alternating-treatments design was used to investigate the relative effects of two previewing procedures on oral reading: (a) listening previewing, in which the teacher read the assigned passage aloud while the student followed along silently prior to reading the passage aloud; and (b) taped previewing, in which the student listened to prerecorded reading passages while following along silently prior to reading the passage aloud. Subjects were four elementary-aged learning disabled (LD) boys. Compared to a no-previewing approach, systematic previewing procedures were found to be related to higher performance levels. In addition, the listening procedure was differentially related to higher rates of words read correctly. Neither previewing procedure was related to changes in error rates. Implications of results are drawn for research and instruction.

Effects of Previewing on the Oral Reading of Mainstreamed Behaviorally Disordered Students

An alternating treatments design was used to investigate the relative effects of two previewing procedures on oral reading: (a) silent previewing, which required the student to read silently the assigned passage prior to reading the passage aloud; and (b) listening previewing, in which the teacher read the assigned passage aloud while the student followed along silently prior to the student's reading the passage aloud. Five male elementary-aged behaviorally disordered learners participated in the study. Results indicated that both systematic previewing procedures were related to higher performance levels than when no previewing was provided. In addition, the listening procedure was differentially related to higher rates of words read correctly than the silent procedure. Neither previewing procedure was related to changes in error rates. Results are discussed further in terms of their implications for research and instruction.