Uses multi-element design to compare effects of reading intervention with a control condition across three secondary students diagnosed with special learning disabilities in reading. Results showed that repeated readings increased factual comprehension levels and factual reading comprehension rates. No differences were found across conditions on…

Article examines the effects of combining skill-based interventions and performance-based reading interventions on oral reading fluency of four elementary-aged students with reading problems. Study demonstrates how single case design elements, combined with brief experimental analysis, can be used to evaluate effectiveness of treatments.…

The author concludes that the demonstration of the effectiveness of a child-monitored token reading program in a normal classroom setting clearly indicates the feasibility of utilizing behavior modification principles for a wide range of educational endeavors. (Author)

Reports the result of an intervention designed to increased oral reading fluency and listening previewing. Three reading-impaired African American male elementary students exposed to the program evidenced substantial increases on correct words per minute and percent comprehension accuracy, and substantial decreases in mean number of errors. (JPS)

Results indicate that kindergarten and first-grade pupils who were trained in visual perception scored no higher than their controls on the academic or readiness tests. Therefore, the use of this program as a supplement to traditional readiness activities does not appear to be warranted. (Author)

Administered peer-tutoring program using computer-assisted instruction to help first through fourth graders entering new school. Found that tutored girls increased positive self-perceptions as result of program, whereas boys declined in positive self-perceptions, but exhibited gains in reading scores. Suggest that prevention efforts should…

Evaluated the effects of the kinesthetic-tactile component in visual auditory kinesthetic tactile (VAKT) instruction. Three learning disabled secondary students read more words correctly after VAKT instruction than after visual-auditory instruction and retained them longer. The instruction did not differentially affect the spelling of words.…

Reviews research on the effectiveness of parental involvement in improving elementary school-aged children's reading skills. Studies show that parents can enhance their children's reading ability, but parents desire training in specific strategies. Two feasible programs are presented, although more research is needed on various home reading…

Describes pilot study in a high school which assessed the qualitative and quantitative changes which occurred in two severely disabled readers' cognitive processes during strategy training. Results suggested that a qualitative shift in verbal strategy reports occurred during prose recall. Introduction of cognitive training increased recall of…

Prior reading-comprehension scores and program intensity accounted for nearly all the reliable variance in the posttest scores in analyses carried out with individuals and class medians as the units. Students and classroom groups intensively exposed to the program gained more than those less intensively exposed. (Author)