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Direct linkBlonder, Megan; Skinner, Christopher H.; Ciancio, Dennis; Cazzell, Samantha; Scott, Katie; Jaquett, Carrie; Ruddy, Jonah; Thompson, Kelly – Contemporary School Psychology, 2019
Researchers have evaluated the effects of repeated reading and listening-while-reading interventions on oral reading fluency and comprehension, and have compared the effects of these two interventions on indirect measures of comprehension. The current study was designed to extend this research by evaluating and comparing the effects of these two…
Descriptors: Reading Comprehension, Accuracy, Reading Rate, Repetition
McCallum, R. Steve; Krohn, Katherine R.; Skinner, Christopher H.; Hilton-Prillhart, Angela; Hopkins, Michael; Waller, Steven; Polite, Fritz – Psychology in the Schools, 2011
Participants (115 low-socioeconomic-status [SES], inner-city, high-school students) were exposed to three reading conditions: (1) a control condition in which students silently read brief selected passages; (2) an experimental condition in which students were prompted to perform a three-part (Ask, Read, and Tell [ART]) comprehension enhancement…
Descriptors: Informal Reading Inventories, High School Students, Low Income Groups, Urban Schools
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
Williams, Robert L.; Skinner, Christopher H.; Jaspers, Kathryn E. – Behavior Analyst Today, 2007
Students in an undergraduate human development course (N = 215) participated in a brief assessment of their reading (comprehension level, reading speed, comprehension rate) and multiple-choice test-taking skills on the second day of class. Students first read a one-page, 400-word passage unrelated to the course and then answered 10…
Descriptors: Reading Comprehension, Test Wiseness, Student Participation, Multiple Choice Tests
Peer reviewedSkinner, Christopher H.; Robinson, Daniel H.; Adamson, Kelly L.; Atchison, Leigh A.; Woodward, John R. – Special Services in the Schools, 1998
Examined effects of instructing students to read silently as another person reads aloud on comprehension in secondary students with learning disabilities. Fast and slow treatment conditions were implemented with a silent-reading control condition. Differences in results on literal and inferential questions and their implications are discussed.…
Descriptors: High School Students, High Schools, Learning Disabilities, Oral Reading
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
