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ERIC Number: EJ842116
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0827-3383
Corrective Feedback of Oral Decoding Errors for Diverse Learners with Reading Disabilities: The Effects of Two Methods on Reading Fluency
Watson, Morgan; Fore, Cecil, III; Boon, Richard T.
International Journal of Special Education, v24 n1 p20-31 2009
The purpose of this study was to compare the effects of two corrective feedback methods, word-supply and phonics-based, on the oral reading fluency of students with mild disabilities. The participants included three students in the fourth grade who were diagnosed with a Specific Learning Disability (SLD) or Emotional and/or Behavioral Disorder (EBD). A single subject modified parallel treatments design (Alberto & Troutman, 2008) was used to evaluate the effectiveness of the two types of feedback methods (e.g., word-supply and phonics-based) on the students oral reading fluency skills. In the word-supply condition, students were provided the whole word upon a miscue, while in the phonics-based condition students were provided the word phoneme-by-phoneme in a "sounded-out" fashion. Feedback procedures were implemented upon the occurrence of word miscues during the oral reading. Dependent measures included the number of correct words per minute, recorded as a rate on individual passages taken from leveled readers. Results of the fluency data collected on the errors corrected using either the word-supply or phonics-based feedback method revealed that the word-supply feedback condition was slightly superior for two of the three students. (Contains 3 figures and 1 table.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A