ERIC Number: ED335813
Record Type: Non-Journal
Publication Date: 1990-Jun
Reference Count: N/A
The Effects of Modeling and Repeated Taped Reading Instruction on the Learning Disabled Child as Ways To Improve Reading Comprehension Fluency and Word Recognition.
Rokicki, Anne L.
This practicum focused on the use of repeated taped reading instruction with modeling to improve fluency, comprehension, and automatic word recognition in five students (ages 11-13 years) with learning disabilities for a period of 10 weeks. The instruction also involved the teacher giving corrective feedback and having the students answer story map questions both orally and in written form. Students' pre-intervention and post-intervention performance was compared in oral reading, comprehension, word recognition, and attitude toward reading. Results indicated that students improved in comprehension, fluency, and word recognition. The practicum results supported the need to develop a reading program that is frustration-proof and failure-proof for use with the learning-disabled child. Appendices include the Heatington Attitude Scale, sample story map questions, and samples of students' work. (Includes 14 references.) (JDD)
Descriptors: Audiotape Recordings, Feedback, Intermediate Grades, Intervention, Junior High Schools, Learning Disabilities, Modeling (Psychology), Questioning Techniques, Reading Attitudes, Reading Comprehension, Reading Difficulties, Reading Improvement, Reading Instruction, Student Attitudes, Teaching Methods, Word Recognition
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A