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Use of precorrection strategies to enhance reading performance of students with learning and behavior problems

Miao, Y.; Darch, C.; Rabren, K.
Abstract:
This study examined the effects of implementing a precorrection procedure prior to the delivery of Reading Mastery lessons. Six first grade students with disabilities received three precorrection strategies: 1) Teacher modeling of the correct sounds for the most difficult discriminations in the lesson, 2) Instruction to carefully look at each vowel sound presented in the lesson and teacher modeling of the vowel sound, and 3) Reminder to blend the sounds in a word without stopping between sounds. Percentage of correct responding during reading instruction, ability to recall words from previous lessons, and on-task behavior were measured. Results indicate that the precorrection intervention improved student accuracy in reading words and maintenance of words learned from previous lessons, while also increasing on-task behavior. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2002
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery, reading
Source:
Journal of Instructional Psychology
Volume:
29
Number:
3
Pages:
162-174
Design type:
Single Subject
Fidelity monitored:
No
Students included:
Elementary Students, First Grade Students, Special Education Students, Students w/ Mental Retardation, Students w/ Intellectual Disabilities, Students w/ Developmental Disabilities
Other tags:
Reading Mastery, reading
Location/Setting:
South: East South Central, Elementary School

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