Early reading materials are replete with pictures. Pictures purportedly improve reading comprehension and motivation; however, the simultaneous presentation of pictures and text can also impede textual control for some readers. Attempts to remediate restricted stimulus control in picture-text compounds suggest that omitting the picture element is…

Three kindergarten children learned to select printed consonant-vowel-consonant words upon hearing the corresponding spoken words. The words were taught in six sets. Within sets, the four words that were taught had overlapping letters. Two children demonstrated recombinative generalization after one training set and the third demonstrated it after…

The effects of assisted reading (in which students listen to the passage and then read it along with the teacher prior to reading the material independently) on three elementary students with learning disabilities were evaluated using a multiple baseline design. Assisted reading resulted in more words read correctly, fewer words read incorrectly,…

Two experiments involving 11 first graders who had reading and spelling difficulties compared the effectiveness of (1) matching printed to dictated words versus (2) matching as well as constructing (copying) printed words with movable letters and naming them. Results found that word construction proved to be effective in promoting reading…

A study of two elementary students (age 12) with reading difficulties compared the effects of rapid oral presentation and slow oral presentation on rates of accurate oral rereading during listening previewing. Rates of accurate oral rereading were higher when adults reduced their oral reading rates as students read silently. (Author/CR)

This study compared the effects of trial repetition (1 response within 5 trials per word) versus response repetition (5 response repetitions within 1 trial per word) on sight-word acquisition for 3 elementary students, ages 9 and 12, with learning disabilities in reading. Trial repetition resulted in more words mastered. (Author/SW)

This study examined the effects of instructional match and content overlap on the ability of four students (ages 8-12) with mild disabilities to generalize from passage reading instruction. Results indicated that oral reading accuracy/fluency showed the greatest degree of generalization when instructional materials were matched to skill level…

The technology of brief experimental analysis is just beginning to be used for identification of effective treatments for individual students who experience difficulty with oral reading fluency. In this study, the effect of a reading fluency treatment package was examined on easy and hard passages, and generalization was assessed on passages with…