The Influence of Rate of Presentation During Taped-Words Interventions on Reading Performance

Author:

Skinner Christopher H.1,Johnson Carol W.2,Larkin Martha J.3,Lessley Dorothy J.4,Glowacki Margaret L.5

Affiliation:

1. CHRISTOPHER H. SKINNER, PhD, is director of school psychology programs at Mississippi State University. Dr. Skinner is a former special education teacher whose research interests include classroom management, applied behavior analysis, and assessment and intervention for academic skill deficits.

2. CAROL W. JOHNSON, EdS, is a practicing school psychologist whose research interests include prevention and remediation of school problems.

3. MARTHA J. LARKIN is a doctoral student in special education at The University of Alabama. Her research interests include teacher training designed to serve students with disabilities within general education environments.

4. DOROTHY J. LESSLEY is a special education teacher at a residential laboratory school, where she teaches kindergarten through third-grade students with severe behavior and emotional problems.

5. MARGARET L. GLOWACKI, PhD, is an assistant professor of education and computer technology at The University of Alabama. Her research interests include developing technology designed to improve learning rates in all students.

Abstract

An adapted alternating treatments design was used to investigate the effects of two taped-words interventions on word list reading in three elementary students with behavioral and learning problems. Three equivalent sets of 15 unknown words were constructed and assigned to three different conditions: fast taped-words (FTW), slow taped-words (STW), and one of two assessment-only control conditions. During FTW, students were instructed to read aloud with an audiotape that delivered 15 words in 15 seconds (one word each second). During STW, 15 words were delivered in 75 seconds (one word every 5 seconds). Both taped-words interventions resulted in greater increases in accuracy and rates of accurate reading than did control conditions. One student performed slightly better under FTW. The other two students performed better under STW. Results are discussed in terms of modeling accurate reading, modeling reading rates, pacing, and opportunities to respond.

Publisher

SAGE Publications

Subject

Psychiatry and Mental health,Clinical Psychology,Developmental and Educational Psychology,Education

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