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Increasing oral reading proficiency through overcorrection and phonic analysis.

N N Singh1, J Singh

  • 1Educational Research and Services Center, DeKalb, IL 60115.

American Journal of Mental Retardation : AJMR
|November 1, 1988
PubMed
Summary
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Overcorrection and phonic analysis both reduce oral reading errors in children with moderate intellectual disability. Phonic analysis becomes more effective than overcorrection with extended training.

Area of Science:

  • Special Education
  • Applied Behavior Analysis
  • Developmental Psychology

Background:

  • Children with moderate intellectual disability often face challenges in oral reading proficiency.
  • Effective interventions are crucial for improving reading skills in this population.

Purpose of the Study:

  • To compare the efficacy of overcorrection and phonic analysis interventions for reducing oral reading errors.
  • To evaluate these interventions against a no-intervention control group using an alternating treatments design.

Main Methods:

  • Three children with moderate intellectual disability participated.
  • An alternating treatments design was employed to compare overcorrection, phonic analysis, and a control condition.
  • Oral reading errors were systematically recorded.

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Main Results:

  • Both overcorrection and phonic analysis significantly reduced oral reading errors compared to the control.
  • Initially, overcorrection showed greater immediate effectiveness.
  • With continued training, phonic analysis became more effective for all participants.

Conclusions:

  • Both overcorrection and phonic analysis are viable strategies for enhancing oral reading skills.
  • Phonic analysis demonstrates superior long-term effectiveness with sustained implementation.
  • Individualized assessment of intervention effectiveness over time is recommended.