An Examination of Impress Techniques in Remedial Reading

Langford, Kenneth; Slade, Kenneth; Barnett, Allyson

doi:10.1177/105345127400900506

Cited by 19 publications

(7 citation statements)

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“…This indicates that the instructional strategy was successful at developing the student's oral reading fluency and their comprehension as measured by the silent reading section of the California Achievement Test. Other case studies (e.g., Langford, Slade, & Burnett, 1974) found similar results.…”

Section: Neurological Impress Methods or Assisted Readingsupporting

confidence: 76%

Fluency: A review of developmental and remedial practices.

Kühn¹,

Stahl²

2003

Journal of Educational Psychology

721

645

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The authors review theory and research relating to fluency instruction and development. They surveyed the range of definitions for fluency, primary features of fluent reading, and studies that have attempted to improve the fluency of struggling readers. They found that (a) fluency instruction is generally effective, although it is unclear whether this is because of specific instructional features or because it involves children in reading increased amounts of text; (b) assisted approaches seem to be more effective than unassisted approaches; (c) repetitive approaches do not seem to hold a clear advantage over nonrepetitive approaches; and (d) effective fluency instruction moves beyond automatic word recognition to include rhythm and expression, or what linguists refer to as the prosodic features of language.

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Section: Neurological Impress Methods or Assisted Readingsupporting

confidence: 76%

Fluency: A review of developmental and remedial practices.

Kühn¹,

Stahl²

2003

Journal of Educational Psychology

721

645

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“…However, little research has been conducted regarding the NIM, and none has been published relating the NIM to learning disabled pupils. Gardner (1965), Embrey (1968), Heckleman (1969), and Langford, Slade, and Barnett (1974) have reported success with various adaptations of the NIM. However, because of the absence of control groups in some cases and the high probability of an expectancy effect in others, these studies have methodological shortcomings in regard to internal and external validity (Campbell & Stanley 1963).…”

Section: Using the Neurological Impress Methods With Learning Disabledmentioning

confidence: 95%

Using the Neurological Impress Method with Learning Disabled Readers

Lorenz

Vockell

1979

J Learn Disabil

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T he Neurological Impress Method (NIM) attempts to teach reading skills by having the pupil and the teacher read aloud in unison. The method is described in precise detail by Heckelman (1969). However, little research has been conducted regarding the NIM, and none has been published relating the NIM to learning disabled pupils.Gardner (1965), Embrey (1968), Heckleman (1969), and Langford, Slade, and Barnett (1974) have reported success with various adaptations of the NIM. However, because of the absence of control groups in some cases and the high probability of an expectancy effect in others, these studies have methodological shortcomings in regard to internal and external validity (Campbell & Stanley 1963). Hollingsworth (1970) used a tape-recorded variation of the NIM and found no significant impact.The NIM may hold considerable promise for learning disabled pupils because of its simplicity and reports of its promotion of rapid improvements within a short time. However, because of its emphasis on the auditory modality, it might be less effective for children with auditory learning disabilities. The present study, therefore, was undertaken to examine the effectiveness of the NIM for learning disabled pupils. The following two questions were examined:(1) Will the use of the NIM increase comprehension and word-recognition abilities among learning disabled students?(2) Does the method work less effectively with children who have auditory rather than visual or unidentified learning disabilities? METHODThe 44 students in the study included 14 second graders, 15 third graders, 7 fourth graders, and 18 fifth graders. The four teachers who took part in the study were all certified learning disabilities teachers with four or more years of teaching experience. The students were housed in eight different school buildings in Lake County, Indiana. They ranged in reading ability from 2.6 years below grade level to five months above grade level as measured by the Peabody Individual Achievement Test (PIAT), and IQs ranged from 79 to 113. Actual instructional level of reading, according to the learning disabilities teacher and the regular classroom teacher, ranged from three years to six months below grade level. All students were in a regular classroom for the major portion of the school day.The students were seen by the learning disabilities teachers 30 minutes per day and three days per week. The students in the experimental

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“…Fluency strategies have been designed and empirically tested. One of the first empirically evaluated strategies to focus on fluency was the neurological impress method (Hollingsworth, 1970(Hollingsworth, , 1978Langford, Slade, & Barnett, 1974;Lorenz & Vockell, 1979). The goal of this strategy is to increase fluency by having students and teachers read aloud simultaneously.…”

Section: Methodsmentioning

confidence: 99%

Fluency and Comprehension Gains as a Result of Repeated Reading

Therrien

2004

Remedial and Special Education

455

403

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Repeated reading is an evidenced-based strategy designed to increase reading fluency and comprehension. The author conducted a meta-analysis to ascertain essential instructional components of repeated reading and the effect of repeated reading on reading fluency and comprehension. This analysis indicates that repeated reading can be used effectively with nondisabled students and students with learning disabilities to increase reading fluency and comprehension on a particular passage and as an intervention to increase overall fluency and comprehension ability. Essential instructional components of repeated reading varied as a function of the type of repeated reading (i.e., whether effectiveness was evaluated reading the same passage or different passages). Implications for future research are also presented.

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An Examination of Impress Techniques in Remedial Reading

Cited by 19 publications

References 0 publications

Fluency: A review of developmental and remedial practices.

Fluency: A review of developmental and remedial practices.

Using the Neurological Impress Method with Learning Disabled Readers

Fluency and Comprehension Gains as a Result of Repeated Reading

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