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Direct linkHale, Andrea D.; Hawkins, Renee O.; Sheeley, Wesley; Reynolds, Jennifer R.; Jenkins, Shonna; Schmitt, Ara J.; Martin, Daniel A. – Psychology in the Schools, 2011
Many reading comprehension measures require the student to read silently. When students read silently, important information (e.g., consistent reading errors) may not be identified. It may also be difficult to detect a student who is choosing not to read the passage. For this reason, investigating whether there is a significant difference in…
Descriptors: Elementary School Students, Silent Reading, Reading Aloud to Others, Grade 1
Hawkins, Renee O.; Musti-Rao, Shobana; Hale, Andrea D.; McGuire, Shannon; Hailley, Jennifer – Psychology in the Schools, 2010
Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty-one, fourth-grade general…
Descriptors: Reading Comprehension, Silent Reading, Vocabulary Development, Listening Skills
Schmitt, Ara J.; Hale, Andrea D.; McCallum, Elizabeth; Mauck, Brittany – Psychology in the Schools, 2011
Word reading accommodations are commonly applied in the general education setting in an attempt to improve student comprehension and learning of curriculum content. This study examined the effects of listening-while-reading (LWR) and silent reading (SR) using text-to-speech assistive technology on the comprehension of 25 middle-school remedial…
Descriptors: Reading Difficulties, Special Needs Students, Remedial Reading, General Education
Download full textHale, Andrea D.; Skinner, Christopher H.; Williams, Jacqueline; Hawkins, Renee; Neddenriep, Christine E.; Dizer, Jessica – Behavior Analyst Today, 2007
In the current study, 42 secondary students (10th, 11th, and 12th grade students) and 51 elementary students (4th and 5th grade students) read 400 word passages silently and aloud. During aloud reading, words correct per minute (WCPM) were recorded. After reading each passage, students answered 10 multiple-choice comprehension questions. Results…
Descriptors: Reading Comprehension, Curriculum Based Assessment, Reading Instruction, Secondary School Students
Hale, Andrea D.; Skinner, Christopher H.; Winn, Beth D.; Oliver, Renee; Allin, Jessica D.; Molloy, Cherish C. M. – Psychology in the Schools, 2005
Researchers used alternating treatment designs to investigate the effects of listening-while-reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we…
Descriptors: Silent Reading, Emotional Disturbances, Disabilities, Reading Comprehension
