ERIC Number: ED160984
Record Type: RIE
Publication Date: 1977-Aug
Reference Count: 0
Stimulated Reading for Disfluent Elementary Readers.
Lucas, Christine W.
Twenty third-grade children, all of whom scored below 90% accuracy in word recognition and comprehension at grade level, served as subjects in an investigation of the effects on reading fluency of four attentional activities: repeating directions, listening to a story paced or stimulated at 225 words per minute while reading the story, learning words, and answering questions. A case study approach was used to reveal individual data over four data points of one year. Treatment consisted of five one-week phases involving consistent attentional controls; each phase used materials at a successively lower reading level, and word recognition and comprehension scores were obtained in all phases. After succeeding in one of the phases, students were tested at grade level; if criteria were not met, they were moved to a lower grade level for further training. Analysis of the results indicated that, by the end of the study, 11 pupils had achieved at least 90% accuracy in word recognition and comprehension at grade level and that some of the remaining pupils had also shown growth. Improvements were found to transfer to other aspects of language learning, such as listening comprehesnion, reading fluency, ability to produce language, recall of words in temporal order, and vocabulary skills, but not to standardized silent reading measures. (GW)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Australian Reading Conference (3rd, Melbourne, Australia, August 28-31, 1977)