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ERIC Number: EJ765519
Record Type: Journal
Publication Date: 2006
Pages: 9
Abstractor: Author
ISSN: ISSN-0034-0510
Effects of Explicit Timing on Elementary Students' Oral Reading Rates of Word Phrases
Cates, Gary L.; Rhymer, Katrina N.
Reading Improvement, v43 n3 p148-156 Fall 2006
An ABAB withdrawal design was used to investigate the effects of explicit timing on accurate oral reading rate of sight word phrases of four elementary students demonstrating difficulty with reading. During baseline the students were exposed to flash cards with sight word phrases and asked to read them out loud and were not made aware that they were being timed. The explicit timing condition was conducted the same except students were told that their performance was going to be timed and to do the best that they could. Students were told how many phrases they read correctly at the end of 3 minutes in both conditions. Results demonstrated that explicit timing increased accurate response rates. Discussion focuses on directions for practice and future research. (Contains 1 table and 1 figure.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A