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The effects of using Direct Instruction and a re-reading contingency with a high school student

Gregory, A.; McLaughlin, T.; Weber, K.
Abstract:
This study examined the effect of using re-reading as a consequence for a 16-year –old high school remedial student being unable to read passages rapidly with zero errors. The student was reading at a 7.2 grade level at the beginning of the study. Reading passages were drawn from the Direct Instruction program Corrective Reading (CR). The number of words read correctly, the number of errors made during an oral reading, and the number of times the student had to re-read the passage in order to correctly read the passage in 1 minute and 20 seconds was recorded. The Peabody Individual Achievement Test (PIAT) was administered for pre- and posttest measures. Results indicated that the use of CR and the re-reading contingency were effective in improving the students reading skills and the rate of correct words. At the conclusion of the intervention, results from the PIAT indicated the student was reading at the 12.9 grade level, a gain of over five years. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2005
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading, decoding, re-reading, phonics
Source:
The International Journal of Special Education
Volume:
20
Number:
1
Design type:
Case study
Fidelity monitored:
No
Students included:
Secondary students, remedial students, at-risk students
Location/Setting:
High school
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