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Using the Neurological Impress Method with Learning Disabled Readers.
Peer reviewed Peer reviewed
Lorenz, Linda; Vockell, Edward – Journal of Learning Disabilities, 1979
The study examined the effectiveness of the Neurological Impress Method--NIM (in which reading skills are taught by having student and teacher read aloud in unison) for 44 learning disabled third, fourth, and fifth graders. (SBH)
Descriptors: Elementary Education, Exceptional Child Research, Intermediate Grades, Learning Disabilities
The Use of Contingent Skipping and Drilling to Improve Oral Reading and Comprehension
Peer reviewed Peer reviewed
Lovitt, Thomas C.; Hansen, Cheryl L. – Journal of Learning Disabilities, 1976
Descriptors: Elementary Education, Exceptional Child Research, Learning Disabilities, Oral Reading
The Improvement of Children's Oral Reading through the Use of Teacher Modeling.
Peer reviewed Peer reviewed
Smith, Deborah Deutsch – Journal of Learning Disabilities, 1979
The influence of the classroom teacher reading orally before the child reads was investigated using as Ss three learning disabled children (8-and-12-years-old). (Author/PHR)
Descriptors: Classroom Techniques, Elementary Education, Learning Disabilities, Learning Processes
Feedback Effects on Oral Reading Errors of Children with Learning Disabilities.
Peer reviewed Peer reviewed
Perkins, Victoria L. – Journal of Learning Disabilities, 1988
Elementary learning-disabled boys (N=48) were randomly assigned to four feedback treatment conditions that involved orally reading nonsense words. Results demonstrated significant differences for: any type of feedback compared to no feedback, corrective feedback (modeling and sound-it-out) compared to general feedback, and modeling compared to…
Descriptors: Decoding (Reading), Educational Therapy, Elementary Education, Error Analysis (Language)