ERIC Number: ED174959
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Oral Reading in the Learning Disabled.
Pflaum, Susanna W.
A study was undertaken to discover whether there were differences between disabled children's linguistic cue use and that of normal readers under controlled conditions. Fifty-one children, 22 learning disabled and 29 control, were drawn from a poor, inner-city school district; 28 children, 14 in each group, from an affluent, suburban area. After they had proceeded through a three-step procedure designed to control for error rate, the subjects read a version of a story written on eight levels of difficulty. Despite the attempt to control for error rate, there was a tendency for the learning disabled group to have a higher error rate than the control group. As a result, subsequent analyses involved tests of difference on the number and on the proportion of each of the oral reading variables. The findings showed that learning disabled students made proportionally more errors that marred sentence meaning and did not self-correct the serious meaning change errors as much as did the control group. By contrast, they used phonic cues as well as did the control group. The actual number of self-corrections was the same for the two groups; however, the learning disabled simply self-corrected less effectively. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Department of Health, Education, and Welfare, Washington, DC.
Authoring Institution: Illinois Univ., Chicago. Chicago Circle Campus.