The present study evaluated the instructional effectiveness of two methods for providing computer-assisted repeated reading training to reading disabled students. One repeated reading method, the Processing Power program (ICT, Inc., 1983), was designed to help disabled readers compensate for proposed dysfunctions in visual processes, while providing repeated reading practice (Fisher, 1979, 1980, 1981). Consequently, disabled readers in the processing power condition received repeated reading instruction that included isolated word practice to improve the efficiency of word decoding skills, widely spaced words to reduce the amount of competing textual information, and increasingly complex visual formats to reacquaint the reader with the left-to-right sequencing of text. The second method of repeated reading practice, the Reading Shell program (IDDEA Inc. and SIMPAC Educational products, Inc., 1986), provided disabled readers in the repetitive reading condition with standard text formats during all passage readings. / Forty seven reading disabled students, matched in groups of three based on intelligence, age, and word recognition ability were randomly assigned to either the processing power condition, repetitive reading condition, or no-treatment control group. Contrasts between the oral reading fluency rates of subjects in the two repeated reading programs indicates that disabled readers are able to process standard text without the visual interference hypothesized by Fisher's (1979, 1980, 1981) Complementary theory of reading. / Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1746. / Major Professor: Joseph K. Torgesen. / Thesis (Ph.D.)--The Florida State University, 1988.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77803 |
| Contributors | Cohen, Andrew Lawrence., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 67 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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