Modification of Comprehension Deficits in Learning Disabled Children

Abstract

Three experiments investigated the effects of self-recording, tokens and contingent free time on learning disabled children's reading-comprehension performance. The introduction of self-recording and token reinforcement in Experiment I decreased the percentage of oral reading errors at the child's instructional level, with no concurrent effect on comprehension scores. Results of Experiment II (a combined multiple baseline and changing criterion analysis) suggested that contingent free time and self-recording increased silent independent reading rate but produced only mild increases on comprehension scores. Experiment III found utilization of contingent free time and self-recording to result in substantial comprehension changes. Results of these three experiments support recent findings that only minimal changes occur on comprehension performance when left as an untargeted dependent behavior.