Effects of Peer-Previewing on LD Students' Oral Reading Skills

Salend, Spencer J.; Nowak, Miriam Roslyn

doi:10.2307/1511036

Cited by 29 publications

(10 citation statements)

References 21 publications

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“…Using CBM, researchers have shown that several procedures can be used to improve oral reading rates in students with disabilities including modeling (e.g., Freeman & McLaughlin, 1984), listening previewing (e.g., Daly & Martens, 1994), peer previewing (e.g., Salend & Nowak, 1988) and classwide peer tutoring (e.g., Greenwood et al, 1987). One characteristic that each of these interventions have in common is that they provide students with additional opportunities to read.…”

mentioning

confidence: 99%

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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mentioning

confidence: 99%

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

et al. 2000

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“…Existing data suggest that oral previewing promotes oral reading and comprehension (Reitsma, 1988;Rose, 1984;Rose & Beattie, 1986;Salend & Nowak, 1988). Similar to repeated readings, oral previewing incorporates repeated exposures to the same text.…”

Section: Oral Previewingmentioning

confidence: 99%

“…However, this study was of short duration and did not examine transfer effects to new reading materials. What is clear from the literature is that oral previewing does promote the oral reading and comprehension of normal and low performing readers (Rose, 1984;Rose & Beattie, 1986;Salend & Nowak, 1988). The benefits of oral previewing may be particularly important for extremely dysfluent students (i.e., students who read less than 45 words per minute) (Dowhower, 1987).…”

Section: Oral Previewingmentioning

confidence: 99%

Assisted reading techniques for developing reading fluency

Mathes

Simmons

Davis

1992

Reading Research and Instruction

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Less successful readers often evidence slow, effortful word recognition that may impair their ability to comprehend text. This article reviews the relation between reading fluency and reading comprehension and examines the efficacy of three assisted reading techniques designed to address fluency deficits: (a) repeated reading, (b) oral previewing, and (c) tape-recorded assistance. Procedures and the research base for each technique are reviewed and implications for classroom application are discussed.

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“…In terms of prereading activities, Salend and Nowak ( 1988) investigated the effects of having an LD student who was a more proficient reader orally preview a passage with an LD student who was a less proficient reader. While the previewer read a passage aloud, the other student listened and followed along using a photocopy of the passage.…”

Section: Impact Of Peers On Pupil Pursuitsmentioning

confidence: 99%

Teaching Reading to Learning Disabled Students: A Review of Research-Supported Procedures

Graham¹,

Johnson²

1989

focusXchild

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According to a model presented by Graham (1985), several factors can jointly or independently affect students' pursuits during learning. The most important of these is the student's entry behavior. The knowledge, skills, motivation, and so forth that students bring to the task can have a powerful impact on learning. A student's classroom peers also can have a direct influence (either positive or negative) on pupil pursuits. In co'operative learning situations, for example, peers can affect a student's pursuits through encouragement or by offering assistance. The student's teacher represents a third and powerful factor that can directly affect a pupil's pursuits. Teachers can (a) direct and support the actions of students through the external provisions of the lesson; (b) attempt to change the student's entry behaviors into more preferred ones; and (c) develop arrangements that promote mutual assistance among students during learning. Although Graham's model only briefly mentioned the role of the family, the actions of a child's parents or guardians also can have a strong impact on student learning.This article focuses primarily on the effects of teacher behaviors and activities. First, it examines research-based teacher-directed activities administered before, during, or after the lesson (or any combination of these). Next, it presents procedures that teachers can use to change students_' entry behaviors (both reading skills and strategic behaviors). Finally, it discusses teachers' arrangement of peers and the impact of the student's family. TEACHER ARRANGEMENT OF THE READING LESSON Selecting Reading MaterialOne of the most important tasks in. designing an effective lesson is to select or construct materials that are attractive, well organized, and at the appropriate level (Graham, 1985). In reading, teachers and researchers commonly classify materials as being at the student's independent (easy to read), or instructional (difficult enough to require teacher Steve Graham is an Associate Professor and LeAnn Johnson is a Doctoral Candidate, both in the Special Education Department at the University of Maryland. Most of the studies included in this review were conducted with students in elementary or secondary schools who had been identified as LO by the researchers or the participating school system. A few studies were included that examined the effects of specific teaching procedures with disabled readers of average intelligence; these students had not been identified as LO. Not included in this review were studies examining the effects of available commercial programs (e.g., Distar), summer school instruction, or modality/learning style adaptations. Also not included were studies investigating the effects of indirect training (e.g., problem-solving training) on reading performance. The instructional procedures reviewed were presented within the framework of a model of the teaching-learning process proposed by Graham (1985). The central tenet of this model is that academic learning is a direct result of students'...

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Effects of Peer-Previewing on LD Students' Oral Reading Skills

Cited by 29 publications

References 21 publications

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

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

Assisted reading techniques for developing reading fluency

Teaching Reading to Learning Disabled Students: A Review of Research-Supported Procedures

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