Demonstration as a Reading Intervention for Exceptional Learners

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

doi:10.1080/02796015.1997.12085877

Cited by 19 publications

(2 citation statements)

References 30 publications

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“…This suggests that it may be better to reduce, not increase, oral reading rates when the goal is to increase students' reading accuracy. In fact, Skinner, Logan, Robinson, and Robinson (1997) concluded that reading aloud at rates above a student's baseline oral reading rate may deter increases in reading accuracy and fluency. Of note, students were exposed only to previewing rates that were approximately equal to or significantly greater than their baseline reading rate.…”

mentioning

confidence: 99%

Reading Rate and Comprehension as a Function of Computerized versus Traditional Presentation Mode: A Preliminary Study

Sorrell¹,

Bell

McCallum

2007

J Spec Educ Technol

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Using a counterbalanced, randomized treatment design, 12 elementary school-aged children read under two conditions: (a) independent, silent reading; and (b) computer-assisted reading, via Kurzweil 3000. A repeated-measures multivariate analysis of variance (MANOVA) revealed no significant difference in the composite mean for comprehension and reading rate scores based on presentation strategy. Computerized text presentation (via auditory and visual means) proved no more effective than traditional reading instruction for teacher-nominated weak readers in improving reading rate and comprehension. However, a trend was noted for slower readers to show increased reading rate as a function of computer-assisted reading, with the opposite result for faster readers. Overall, results indicate that for students reading material at their instructional level, computer-assisted reading did not improve comprehension. Future research should continue to focus on the role of technology as an aid to reading instruction.

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confidence: 99%

Reading Rate and Comprehension as a Function of Computerized versus Traditional Presentation Mode: A Preliminary Study

Sorrell¹,

Bell

McCallum

2007

J Spec Educ Technol

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“…Skill mastery requires students to be both accurate and rapid (Haring & Eaton, 1978; Skinner, 1998). Although a variety of instructional techniques can be used to improve students’ accuracy, providing more opportunities to practice (also referred to as increasing learning trials [Albers & Greer, 1991; Belfiore, Skinner, & Ferkis, 1995], increasing opportunities to respond [Greenwood et al, 1987; Skinner, Turco, Beatty, & Rasavage, 1989], and/or increasing academic learning time [Berliner, 1984; Rosenshine & Berliner, 1978]) may be the most common procedures for increasing speed of accurate responding (Haring & Eaton, 1978; Skinner, Logan, Robinson, & Robinson, 1998). In addition to increasing rates of accurate responding or fluency, increasing opportunities to respond has also been used to facilitate skill maintenance and generalization (Ivarie, 1986; Skinner, 1998).…”

mentioning

confidence: 99%

The effects of explicit timing on mathematics performance in second-grade Caucasian and African American students.

Rhymer¹,

Henington²,

Skinner³

et al. 1999

School Psychology Quarterly

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Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention

et al. 2000

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The current study was designed to demonstrate how researchers could use a direct measure of functional reading skills (e.g., rates of silent reading comprehension) to empirically validate the effectiveness of a repeated readings intervention. A multi-element design was used to compare the effects of the treatment with a control condition across three secondary students diagnosed with specific 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 inferential comprehension levels or rates. Discussion focuses on empirically validating reading interventions using rates of silent reading comprehension and theoretical implications related to enhancing inferential and literal comprehension and fluency.

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Demonstration as a Reading Intervention for Exceptional Learners

Cited by 19 publications

References 30 publications

Reading Rate and Comprehension as a Function of Computerized versus Traditional Presentation Mode: A Preliminary Study

Reading Rate and Comprehension as a Function of Computerized versus Traditional Presentation Mode: A Preliminary Study

The effects of explicit timing on mathematics performance in second-grade Caucasian and African American students.

Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention

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