ERIC Number: ED204896
Record Type: RIE
Publication Date: 1981-Feb
Rearranging the Instructional Format to Increase Opportunity to Respond in the Basal Reading Series with Minority Children.
Elliott, Marleen; Delquadri, Joseph C.
The study involving two low achieving first graders was designed to develop a remediation strategy offering increased opportunities for student responses through the rearrangement of skills and the teaching format. Four questions were addressed: What are the effects of the rearrangement of skills and the teaching format in the Ginn 720 Reading Series on the behavior of the teacher with respect to the delivering response opportunities to each student? To what extent did these changes result in rates of response opportunities above those recommended in the Ginn Program? What are the effects of restructuring on the students' rate and correct responding? What are the effects of restructuring on reading achievement as measured by biweekly criterion tests? Treatment objectives consisted of skill reorganization which involved identifying subskills in two of Ginn's core skills areas--vocabulary and decoding--and developing a more streamlined composite sequencing, an increased teacher presentation rate which facilitated practice of each response, and an error correction procedure which was designed to allow positive practice of correct responses. Teacher behavior, as measured in the delivery of response opportunities to each student, rose dramatically during treatment phases. Correct responding by students increased from baseline to treatment proportionately with increased response opportunities. Correct academic responses in comprehension decreased proportionately with teacher presented response opportunities. (SB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at The Council for Exceptional Children Conference on The Exceptional Black Child (New Orleans, LA, February, 1981, Session M-S6).