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Payment for Reading: The Use of the Corrective Reading Scheme with Junior Maladjusted Boys

Thorne, M.
This article examines a study of paying 13 maladjusted male students for successfully following and completing the Direct Instruction Corrective Reading Program. Students signed contracts with their teacher agreeing to follow classroom norms, including following directions and participating in the program. The teacher also agreed to teach as effectively as possible and to check students’ work independently. In return for following the rules outlined in the contract, students received monetary rewards based on their success with the course material. The author suggests reinforcements besides money may be used depending on the students’ incentives to participate. Over time the student teacher contracts became less concerned over student behavior, and became more focused on reading accuracy and comprehension. Additionally students in this study found the contracts to be fair and any disputes were quickly resolved by referencing the contractual obligations. Results indicated the program was effective in controlling classroom behavior and increasing reading skills. The author concludes the Corrective Reading Program is suitable for establishing a contract based learning situation and a good means of accelerating progress for students around age 7 ½. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
RWRDS, Corrective Reading, reinforcement principles, language, math, reading, behavior
Remedial Education
Design type:
One group pretest-posttest
Fidelity monitored:
Students included:
Maladjusted male students
Other tags:
Distar, Corrective Reading, reinforcement principles, language, math, reading, behavior,
Independent school, Chelfam Mill School, England
Hits: 4931

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