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ERIC Number: EJ1098639
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0973-8827
Effects of Direct Instruction Rewards Program Strategies to Teach Separation of Complex Words to Two High School Students with Disabilities
Mullaney, Lauren; Baker, Megan; Rutherford, Katie; Neyman, Jennifer; McLaughlin, T. F.; Stookey, Susan
Journal on Educational Psychology, v7 n4 p12-18 Feb-Apr 2014
The purpose of the study was to evaluate the effects of the Direct Instruction REWARDS® program on reading complex words of two fifteen-year-old boys in a reading resource room. Both participants had difficulty in reading and were diagnosed as learning disabled. During baseline, both participants had difficulty in syllabication. The results showed that through the REWARDS® program and by promoting generalization in phonemic reading, the program was successful and efficient. The students had stated that they felt more comfortable towards the end of the intervention with the ® REWARDS® program and produced large improvements in reading. The benefits of employing REWARDS were also discussed in this paper.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A