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The Effects of Modeling and Prompting Feedback Strategies on Sight Word Reading of Students Labeled Learning Disabled.
Peer reviewed Peer reviewed
Espin, Christine A.; Deno, Stanley L. – Education and Treatment of Children, 1989
The study with eight learning-disabled elementary grade students found modeling a more effective feedback strategy than prompting on subjects' sight word reading performance. Differences were generally maintained at one-month and three-month follow-up. (Author/DB)
Descriptors: Elementary Education, Feedback, Instructional Effectiveness, Learning Disabilities
Content-Specific and General Reading Disabilities of Secondary-Level Students: Identification and Educational Relevance.
Peer reviewed Peer reviewed
Espin, Christine A.; Deno, Stanley L. – Journal of Special Education, 1993
Analysis of the discrepancy between performance of 121 tenth-grade students in reading aloud from English and science texts resulted in a group of 33 students with general deficits and 6 students with content-specific deficits. Students in the content-specific group benefited more from study of the text than did students in the general deficit…
Descriptors: Content Area Reading, English, Handicap Identification, High Schools
Performance in Reading from Content Area Text as an Indicator of Achievement.
Peer reviewed Peer reviewed
Espin, Christine A.; Deno, Stanley L. – Remedial and Special Education (RASE), 1993
This study examined the validity of a measure of reading proficiency in content areas with 121 grade-10 students. Correlational analyses revealed low-moderate to moderate correlations between reading measures and scores on a classroom study task, grade point average, and achievement test performance. Recommendations are made for implementation…
Descriptors: Academic Achievement, Content Area Reading, Evaluation Methods, High Schools