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)

The study examined the relationship between two auditory perceptual skills--sound blending and auditory closure--and reading performance in 76 learning disabled elementary school children. (Author/PHR)

Five junior high learning disabled students read a passage silently before reading it aloud or listened to the teacher read the passage aloud while following silently before reading aloud. Among results were that the systematic prepractice procedures were related to higher performance levels than the baseline (no prepractice). (Authors/MC)

Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b)…

The study assessed the effects of reading mode (oral versus silent), production format (oral versus written), and structural importance of text on the reading comprehension of 44 learning-disabled males in grades three to eight. Analysis of variance on idea units recalled at four levels of thematic importance indicated a three-way interaction.…

The effects of modeling vocabulary words, using a tape recorder, on six high school learning disabled boys' sight-word reading were examined in a multiple-baseline design. Results indicated an increase in correct oral response rates of isolated word lists and a sharp decrease in each student's oral error rates. (Authors)

Eight learning disabled boys (10 to 12 years old) who were seriously deficient in both their oral reading and comprehension performances participated in the study which investigated, through an applied behavior analysis model, the interrelationships of three reading variables--correct oral reading rates, error oral reading rates, and percentage of…

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)

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.…

The effects of three instructional procedures on reading comprehension and word recognition were compared with 21 learning disabled elementary school students. No differences were found among treatment effects on comprehension and oral reading. (Author/SW)

The purpose of this followup study was to determine the long-term predictive validity of theoretically coherent reading measures administered during fall and winter of kindergarten. Seventy-nine children were screened using measures representing letter identification, phonological awareness, phonological memory, and rapid automatized naming.…

Two procedures for correcting oral reading errors, word supply and word drill, were examined to determine their effects on measures of word recognition and comprehension with 17 learning disabled elementary school students. (Author/SW)

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…