Effects of Contingent Reward and Instruction on Oral Reading Performance at Differing Levels of Passage Difficulty.

Noell, George H.; Gansle, Kristin A.; Witt, Joseph C.; Whitmarsh, Ernest L.; Freeland, Jennifer T.; LaFleur, Lynn H.; Gilbertson, Donna N.; Northrup, John

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Peer reviewed

ERIC Number: EJ583705

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8855

EISSN: N/A

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Effects of Contingent Reward and Instruction on Oral Reading Performance at Differing Levels of Passage Difficulty.

Noell, George H.; Gansle, Kristin A.; Witt, Joseph C.; Whitmarsh, Ernest L.; Freeland, Jennifer T.; LaFleur, Lynn H.; Gilbertson, Donna N.; Northrup, John

Journal of Applied Behavior Analysis, v31 n4 p659-63 Win 1998

A study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills in three boys (age 9) with attention deficit hyperactivity disorder. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in oral reading fluency for all participants. (Author/CR)

Descriptors: Attention Deficit Disorders, Elementary Education, Instructional Effectiveness, Modeling (Psychology), Oral Reading, Positive Reinforcement, Reading Improvement, Reading Instruction

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A