Access to General Education Curriculum

Abstract

The effects of preteaching key words on accuracy and fluency in connected text were examined with three fifth-grade participants identified with learning disability and reading two grade levels below their same age peers. Researchers incorporated a multiple baseline design (i.e., Baseline and Wordlist Intervention) and found that preteaching increased accuracy in connected text overall and increased fluency to some extent. The technique required minimal instructional support while providing participants with access to general education curriculum. Words that were pretaught generalized to unfamiliar passages that contained the key words 14 days after the intervention concluded.