Reading A Case Study Effects Of Different Reinforcement Contingencies Upon Accuracy Rate In Oral Reading
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The Effects of Oral Reading Rate and Reinforcement on Reading Comprehension
Author | : Stephen William Armstrong |
Publisher | : |
Total Pages | : 326 |
Release | : 1981 |
Genre | : Oral reading |
ISBN | : |
The present study of six learning disabled students was composed of two parts: (a) an investigation of the effects of contingencies of reinforcement upon comprehension answer percentage correct and latency across three levels of materials and (b) an investigation of the correlations of words read orally correct per minute, words read orally incorrect per minute, comprehensive answer percentage correct, and mean comprehension answer latency. The results for part one are mixed. The potential reinforcer employed was pennies and they failed to show clear reinforcing effects in most cases for either percent correct or latency. There was some indication of the pennies condition increasing comprehension percentage when the students were at an instructional material level. The results for part two were straightforward. There was a strong positive correlation for all six subjects between words read orally correct and comprehension answer percentage correct. All subjects showed a strong negative relationship between words read orally correct and mean comprehension answer latency and a strong positive correlation between words read incorrectly per minute and mean comprehension answer latency. An additional finding was that these subjects, in grades three and four, could comprehend material in which their oral reading performances were considerably lower than the guidelines suggested by the literature. None of the six subjects met the oral reading criteria commonly cited in the literature while most subjects were able to achieve 100 percent comprehension of factual material from the reading passage.
The Effect of the HELPS Program on the Oral Reading Fluency and Accuracy Rates of Third-, Fourth-, and Fifth-grade Students
Author | : Susan C. Blackburn |
Publisher | : |
Total Pages | : 234 |
Release | : 2014 |
Genre | : Oral reading |
ISBN | : |
This dissertation was designed to examine the effects of the HELPS Program (Helping Early Literacy with Practice Strategies One-on-One Program) on the oral reading fluency and accuracy rates of third-, fourth-, and fifth-grade students as compared to students who received regular classroom instruction only. The study was conducted in a school district in northwestern North Carolina. The students in this study scored below benchmark on a Reading 3D End of Year Assessment and were nonproficient on the North Carolina end-of-grade reading test. As fluency is tied to reading comprehension, it is important that students have sufficient fluency and accuracy skills to read grade-level texts. -- The study used Reading 3D Beginning of Year, Middle of Year, and End of Year Assessments as well as comments from a teacher focus group and random student interviews. Mean fluency and accuracy rates were compared between the control group and intervention group, males and females, and third through fifth graders at each assessment period throughout the year. -- A repeated measures analysis of variance (ANOVA) and Tukey's post hoc along with simple effects were used in this study. The data from these analyses revealed little difference between the mean fluency and accuracy scores of the control groups verses the intervention groups.
Effects of Oral Reading Rate and Inflection on Comprehension and Its Maintenance
Author | : Henry Tenenbaum |
Publisher | : |
Total Pages | : 210 |
Release | : 2019-05-31 |
Genre | : Education |
ISBN | : 9780530006208 |
Abstract: Rigorous experimental analysis of the effect of oral reading rate on comprehension has only recently been performed. There is still controversy over which rate of oral reading maximizes comprehension and retention. Inflection and how it interacts with rate of oral reading have received very little attention. This study sought to determine how oral reading rate, when approximating functional conversational speech (150 to 200 words/minute) and inflection, impacts comprehension and maintenance of comprehension. A single subject design was developed to determine how oral reading at 150 to 200 words/minute with inflection compared with oral reading a 1; 40 to 60 words/minute (instructional rate), wit! inflection on measures of comprehension and maintenance of comprehension. High oral reading rates without inflection were also compared with low oral reading rates without inflection to determine their effects on comprehension and maintenance of comprehension. The dependent variables were a free recall task, answers to 10 comprehension questions and written responses to a Cloze procedure. These occurred immediately following reading criteria, and at three and 10 days after criteria was reached. Six subjects were used in this study; two subjects were of high school age and reading below grade level and four subjects were in the third grade reading on grade level. For this study an ABCD design was used with four subjects and a CDAB design was used for two subjects so that any effect that sequence may have had could be determined. Also, the high rate conditions were yoked to the low rate conditions to keep the number of trials equal. The results confirmed that the combination of high oral reading rate with inflection (when reading approximates conversational speech), increased both the accuracy and speed of comprehension and its maintenance more than any of the other combinations. The combination of high oral reading without inflection was found to increase comprehension and maintenance of comprehension when compared with low oral reading rate with and without inflection. Also, inflection training in both the high and low rate oral reading conditions improved comprehension. The results of Experiment 2 systematically replicated the results of Experiment 1 across reading levels, reading passages, settings, and subjects. Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "Effects of Oral Reading Rate and Inflection on Comprehension and Its Maintenance" by Henry A. Tenenbaum, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Conjugate Reinforcement of Oral Reading
Author | : Bill W. Tidd |
Publisher | : |
Total Pages | : 48 |
Release | : 1974 |
Genre | : Feedback (Psychology) |
ISBN | : |
Handbook of Research in School Consultation
Author | : William P Erchul |
Publisher | : Routledge |
Total Pages | : 409 |
Release | : 2014-06-11 |
Genre | : Education |
ISBN | : 1317639731 |
The field of school consultation, which is centered principally in school psychology and cuts across related disciplines such as special education and school counseling, has never had a comprehensive volume that examines its research perspectives and methodologies, its models of practice, and its future research directions. That is the mission of this Handbook. It provides both producers and consumers of school consultation with an invaluable snapshot of its current boundaries and rapidly growing content. Key features of this outstanding new book include the following: research oriented - whereas many books dealing with school consultation practice have appeared over the last decade, none has attempted to provide a comprehensive review of research findings and methods supporting its growing body of evidence-based practice. author expertise - chapter authors are well known for their contributions to the school consultation research literature and, collectively, are recognized for their ability to translate scientific findings into implications for practice. commentary chapters - commentary chapters written by leading scholars provide integrative critiques of the book’s three major sections. This book is intended for researchers, graduate students, and practitioners in school psychology and related human service disciplines, including special education, counselor education, counseling psychology, and school social work.
The Effects of Two Oral Reading Corrections on Accuracy and Reading Rate of Chapter 1 Students
Author | : Ellen J. Ratzlaff |
Publisher | : |
Total Pages | : 134 |
Release | : 1997 |
Genre | : Oral reading |
ISBN | : |
Effects of Differential Rates of Previewing on Oral Reading
Author | : Timothy M. Lionetti |
Publisher | : |
Total Pages | : 162 |
Release | : 2000 |
Genre | : Reading, Psychology of |
ISBN | : |
Previewing has received considerable attention in the empirical research literature. Typically, previewing is used to enhance learning information from word lists and passages. Of the two, passage previewing has received more attention. Passage previewing consists of silent previewing, listening previewing, and taped previewing. In general it appears that all three previewing techniques are effective in improving reading accuracy. However, until recently, the effects of different rates of previewing have not been investigated. This may be an important variable since reading accuracy seems to improve as the previewing rate approaches the student's rate of reading. The present study compared the effects of two different previewing rates on words correct per minute (WCPM), errors per minute, accuracy, generalization, and comprehension. It was hypothesized the effects of previewing would increase as the rate of previewing more closely approximated the reader's actual oral reading rate. In addition, since little research has assessed the effects of previewing on comprehension or generalization to non-previewed material, a comprehension measure was included. An alternating treatments design was used to compare the effects of the two rates of previewing. Results indicated that both previewing interventions increased WCPM and a high level of accuracy was maintained. In addition, generalization to non-previewed material was evident at a 2-week follow up. However, neither intervention led to a reduction in error rates or had any effect on comprehension. Contrary to what was predicted, the slow rate did not lead to greater improvements on any of the dependent measures. From the data, it appears that the fast rate may have actually been superior in terms of WCPM, and accuracy. A discussion of the results includes the meaning of the findings, limitations, implications, and directions for future research.