Effects of two error-correction procedures on oral reading errors. Word supply versus sentence repeat

Area of Science:

• Special Education
• Applied Behavior Analysis
• Reading Intervention

Background:

• Students with moderate intellectual disabilities often face challenges in oral reading.
• Effective error correction strategies are crucial for improving reading skills in this population.

Purpose of the Study:

• To compare the effectiveness of two error-correction procedures: word supply and sentence repeat.
• To evaluate the impact of these procedures on oral reading errors and retention in students with moderate intellectual disabilities.

Main Methods:

• An alternating treatments design was used with three students diagnosed with moderate intellectual disabilities.
• Oral reading errors were measured under three conditions: word supply, sentence repeat, and a control (no intervention).
• Reading retention was assessed one week after the intervention.

Main Results:

• Both word supply and sentence repeat procedures significantly reduced oral reading errors compared to the control condition.
• The sentence repeat procedure was found to be superior to the word supply procedure in reducing errors.
• This superiority was also observed in the retention tests conducted a week later.

Conclusions:

• The sentence repeat procedure is a more effective intervention for remediating oral reading errors in students with moderate intellectual disabilities than the word supply procedure.
• The findings suggest that incorporating sentence repetition enhances the efficacy of reading error correction.