A comparison of contingent word and phonics drilling exercises on oral reading errors was made and the effects of a work skipping contingency on reading comprehension were examined. Five learning disabled elementary school children served as subjects. Reading comprehension increased from 30 to 50% over baseline, while subjects progressed an average of two years through a reading series. Subjects responded differentially to the two drills on oral reading errors, but the combined effects of the drills produced a 50% average reduction in errors. Pre- and post-tests of reading achievement showed increases in reading grade levels ranging from .8 to 1.5 years during the 10 week, 30 session study. Results supported the efficacy of a behavioral approach to reading remediation.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc504350 |
| Date | 08 1900 |
| Creators | Huffine, John Harold |
| Contributors | Martin, Sander, 1939-, Johnson, Douglas A., Peek, Leon A. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 51 leaves: ill., Text |
| Coverage | United States - Texas - Dallas County, United States - Texas - Tarrant County - Fort Worth |
| Rights | Public, Huffine, John Harold, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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