An alternating treatments design was used to investigate the relative effects of two oral reading previewing, or prepractice, procedures: (a) silent, in which the student reads silently the assigned reading passage prior to reading the passage aloud, and (b) listening, in which the teacher reads the assigned selection aloud and the student follows along silently prior to the student reading the passage aloud. Six elementary school aged learning disabled students, three boys and three girls, participated in the study. Results indicated that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. Results are discussed further in terms of the implications for research and instructional procedures.T he value of oral reading as a viable instructional procedure has been the center of controversy for a number of years (e.g., Goodman 1967, Smith 1973). Critics of oral reading have charged that oral reading is not a functional adult skill, is slower than silent reading, and may conflict with efficient silent reading (e.g., Kirk, Kleibhan, & Lerner 1978). Proponents of oral reading suggest that its diagnostic capabilities, relationship to comprehension, and enhancement of word recognition skills are legitimate reasons to continue the use of oral reading as an integral part of early reading instruction (e.g., Kirk, et al. 1978, Perfetti & Hogoboam 1975, Strang 1969.Regardless of the merits and ultimate resolution of the controversy over oral reading as an instructional objective, it is apparent that oral reading continues to be a widely used instructional procedure (Austin & Coleman 1963, Jenkins 1979). The amount of time devoted to oral reading in non-special education settings plus additional evidence that most learning disabled students experience reading difficulties (Mercer 1979) lead to the conclusion that oral reading is an important academic skill for LD students who are mainstreamed to non-special education classes. These LD learners must be proficient in academic tasks required in mainstreamed settings in order to avoid failure of the student, as well as the mainstreaming placement. In effect, oral reading should perhaps be viewed as a survival skill for LD learners because of the frequent demands placed on them to demonstrate proficient oral reading performance.Learners who demonstrate deficient oral reading skills must acquire these skills at an accelerated pace if they are to approach the performance levels of their nonhandicapped peers. Efficient instructional practices are critical to an accelerated learning pace. Several oral reading instructional procedures have been identified which appear to enhance instructional efficiency, including phonics, preteaching words, error corrections, and previewing (e.g., Hansen & Eaton 1978, Jenkins 1979).Previewing (i.e., any method that provides an opportunity for a learner to r...
An alternating treatments design was used to investigate the relative effects of two previewing procedures on oral reading: (a) silent previewing, which required the student to read silently the assigned passage prior to reading the passage aloud; and (b) listening previewing, in which the teacher read the assigned passage aloud while the student followed along silently prior to the student's reading the passage aloud. Five male elementary-aged behaviorally disordered learners participated in the study. Results indicated that both systematic previewing procedures were related to higher performance levels than when no previewing was provided. In addition, the listening procedure was differentially related to higher rates of words read correctly than the silent procedure. Neither previewing procedure was related to changes in error rates. Results are discussed further in terms of their implications for research and instruction.
An alternating-treatments design was used to investigate the relative effects of two oral reading previewing procedures: (a) silent: the student reads silently the assigned reading passage prior to reading it aloud, and (b) listening: the teacher reads the assigned selection aloud with the student following along silently prior to the student reading the passage aloud. Five junior-high school learning disabled students, four boys and one girl, participated in the study. In four of five cases results showed that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. The findings are discussed in terms of their implications for research and instructional procedures, especially as these relate to adolescent learners.
An alternating-treatments design was used to investigate the relative effects of two previewing procedures on oral reading: (a) listening previewing, in which the teacher read the assigned passage aloud while the student followed along silently prior to reading the passage aloud; and (b) taped previewing, in which the student listened to prerecorded reading passages while following along silently prior to reading the passage aloud. Subjects were four elementary-aged learning disabled (LD) boys. Compared to a no-previewing approach, systematic previewing procedures were found to be related to higher performance levels. In addition, the listening procedure was differentially related to higher rates of words read correctly. Neither previewing procedure was related to changes in error rates. Implications of results are drawn for research and instruction.
The presence of a functional relationship between the ingestion of artificial food colors and an increase in the frequency and/or duration of selected behaviors that are representative of the hyperactive behavior syndrome was experimentally investigated. Two eight-year-old females, who had been on the Feingold K-P diet for a minimum of 11 months, were the subjects studied. The experimental design was a variation of the BAB design, with double-blind conditions. This design allowed an experimental analysis of the placebo phases as well as challenge phases. Data were obtained by trained observers on Out of Seat, On Task, and Physically Aggressive behaviors, as they occurred in the subjects' regular class setting. Results indicated (a) the existence of a functional relationship between the ingestion of artificial food colors and an increase in both the duration and frequency of hyperactive behaviors, (b) the absence of a placebo effect, and (c) differential sensitivity of the dependent variables to the challenge effects.DESCRIPTORS: food additives, dietary management, hyperactive childrenCertain relationships between diet and the physiological health of the body are fairly well understood. Questions, however, are often raised about the dlet's effect on psychological or behavioral manifestations. Recently, Feingold presented a theory that attributes the behavioral syndrome of hyperactivity to the ingestion of t"salicylate-like" natural compounds in foods and artificial flavors and colors. As a treatment for hyperactivity, Feingold (1975bhyperactivity, Feingold ( , 1976 prescribed the K-P diet, which eliminates a wide variety of natural and processed foods, specifically those containing naturally occurring salicylates, e.g., apples, berries, pork, and tomatoes, and all artificial flavors and colors, as well as various items containing artificial flavors and colors, e.g., toothpastes, flavored medications, and mouthwashes. Feingold (1973Feingold ( , 1975a
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