An ABAB withdrawal design was used to investigate the effects of explicit timing on accurate oral reading rate of sight word phrases of four elementary students demonstrating difficulty with reading. During baseline the students were exposed to flash cards with sight word phrases and asked to read them out loud and were not made aware that they…

This study, involving 47 students in grades 2-10, investigated letter-naming speed to determine whether it measures cognitive speed, a theoretical factor that purportedly influences reading rate. It was determined that cognitive speed and cognitive power are two independent factors and that letter-naming speed can be used to measure cognitive…

Accuracy-disabled and rate-disabled young Canadian readers were compared to children who were "fluent normal" readers. Children in the latter group decoded at the same level of accuracy as the rate-disabled subjects but at a significantly faster rate. Specific deficiencies of each of the disabled groups were identified. (Author/RH)

Reading-disabled children (n=92) were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule. Use of either colored or clear overlays over reading material resulted in improved reading rate, accuracy, and comprehension when scotopic children read with the preferred colored overlay filter. Nonscotopic children…

Sixty children (ages 8-10) with severe reading disabilities received daily intensive one-to-one instruction that differed in depth and extent of instruction in phonemic awareness and phonemic decoding. Both approaches were highly effective in improving reading accuracy and comprehension although measures of reading rate showed continued severe…

The study examined the effectiveness of the use of nonoptical tinted (Irlen) lenses with 44 children (ages 9-16) with reading disabilities. Evaluation after 6 and 12 months indicated a significant improvement in attitude to school and to basic academic skills. Reading comprehension and accuracy, but not rate, were also significantly improved.…

The paper outlines the rationale and development of curriculum-based measurement (CBM) and its empirical support; summarizes two reading models (Chall's stages of reading development and LaBerge and Samuels' model of automaticity); and discusses how CBM, with its use of oral reading rate measures, and the reading models may validate each other.…

Examines the role of experience in the use of orthographic structure by good and poor sixth-grade readers. Results showed that poor sixth-grade readers used orthographic structure to speed their matching judgments just as effectively as good sixth-grade readers. (HOD)