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ERIC Number: EJ846508
Record Type: Journal
Publication Date: 2005
Pages: 5
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0827-3383
The Effects of Using Direct Instruction and a Re-Reading Contingency with a High School Student
Gregory, Anne; McLaughlin, T. F.; Weber, K. P.; Stookey, Sue
International Journal of Special Education, v20 n1 p50-54 2005
The purpose of this study was to determine the effectiveness of using re-reading as a consequence for failing to read passages rapidly with zero errors using the "Direct Instruction approach with Corrective Reading, Skills Applications: Decoding C" (Engelmann, Meyer, Johnson, & Carnine, 1988). The participant was a 16-year-old high school student who read at a 7.2 grade level at the beginning of the study. During reading, he read slowly, made few errors and had close to perfect comprehension at the 7th grade level. The number of words read correctly, the number of errors made during an oral reading, and the number of times the student had to re-read the passage in order to correctly read the materials in 1 minute and 20 seconds was measured. An AB single case design was implemented to examine the effectiveness of Direct Instruction and the re-reading contingency. The results indicated that Direct Instruction and the re-reading contingency were effective in improving the rate of correct words read. The combined use of the re-reading and Direct Instruction is discussed.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A