Demonstration as a Reading Intervention for Exceptional Learners: Beyond Acquisition.

Skinner, Christopher H.; Logan, Pat; Robinson, Sheri L.; Robinson, Daniel H.

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Peer reviewed

ERIC Number: EJ592735

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0279-6015

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Demonstration as a Reading Intervention for Exceptional Learners: Beyond Acquisition.

Skinner, Christopher H.; Logan, Pat; Robinson, Sheri L.; Robinson, Daniel H.

School Psychology Review, v26 n3 p437-47 1997

Reviews research on antecedent demonstration, modeling, and prompting interventions designed to increase reading accuracy, rates of accurate reading, and generalized reading performance in students with disabilities. Suggests modeling or prompting may not be effective intervention to increase general reading fluency. Rejects myth that neurological impress may increase rate of reading. (Author/JDM)

Descriptors: Intervention, Modeling (Psychology), Prompting, Reading Difficulties, Reading Improvement, Reading Instruction, Reading Rate, Teaching Methods, Theory Practice Relationship

Publication Type: Information Analyses; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A