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Using Experimental Analysis to Determine Interventions for Reading Fluency and Recalls of Students with Learning Disabilities
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Welsch, Richard G. – Learning Disability Quarterly, 2007
This study assessed the efficacy of experimental analysis for determining a best intervention program for improving oral reading fluency for students with learning disabilities. Following a two-session baseline condition, four treatments to increase reading fluency (repeated reading, listening passage preview, repeated reading with easier…
Descriptors: Intervention, Reading Fluency, Oral Reading, Reading Instruction
Error-Correction during Oral Reading: A Comparison of Three Techniques.
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Rosenberg, Michael S. – Learning Disability Quarterly, 1986
An alternating-treatments design was used to investigate the relative efficacy of three error-correction procedures on the oral reading of four learning disabled middle school students. Results indicated that a drill procedure was more effective and efficient than a word-supply procedure and a phonic-drill rehearsal strategy. (Author)
Descriptors: Drills (Practice), Junior High Schools, Learning Disabilities, Oral Reading
Effects of Contextualized and Decontextualized Practice Conditions on Word Recognition.
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Fleisher, Lisa S.; Jenkins, Joseph R. – Learning Disability Quarterly, 1978
The effectiveness and efficiency of two commonly used teaching strategies in reading (contextualized practice alone, and decontextualized coupled with contextualized) were compared with six learning disabled first-grade boys. Journal availability: see EC 112 927. (Author/DLS)
Descriptors: Context Clues, Exceptional Child Research, Learning Disabilities, Males
Relative Effects of Teacher-Directed and Taped Previewing on Oral Reading.
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Rose, Terry L.; Beattie, John R. – Learning Disability Quarterly, 1986
Results of the study of the relative effects of two previewing procedures on oral reading (listening to the teacher reading or listening to a taped recording) with four elementary-aged learning disabled boys found both previewing procedures superior to no previewing and the teacher reading previewing more effective than the taped previewing.…
Descriptors: Elementary Education, Learning Disabilities, Listening, Oral Reading
Reading Outcomes for Students with and without Reading Disabilities in General Education Middle-School Content Area Classes.
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Bryant, Diane Pedrotty; Vaughn, Sharon; Linan-Thompson, Sylvia; Ugel, Nicole; Hamff, Allison; Hougen, Marty – Learning Disability Quarterly, 2000
Ten sixth-grade teachers and 60 students (14 with reading disabilities, 17 low-achieving students, and 29 typical students) participated in a four-month professional development and intervention program designed to enhance reading outcomes using word identification, fluency, and content area comprehension strategies. All three groups improved in…
Descriptors: Middle School Students, Middle Schools, Oral Reading, Professional Development