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Use of assisted reading to increase correct reading rates and decrease error rates of students with learning

L M Gilbert1, R L Williams, T F McLaughlin

  • 1Department of Special Education, School of Education, Gonzaga University, Spokane, Washington 99258-0001, USA.

Journal of Applied Behavior Analysis
|January 1, 1996
PubMed
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Assisted reading interventions significantly improved reading accuracy for elementary students with learning disabilities. This method boosted correct words read and reduced errors in classroom settings.

Area of Science:

  • Education
  • Special Education
  • Applied Linguistics

Background:

  • Students with learning disabilities often face challenges in reading acquisition.
  • Effective interventions are crucial for improving literacy skills in this population.

Purpose of the Study:

  • To evaluate the impact of assisted reading on the oral reading performance of elementary students with learning disabilities.
  • To determine if assisted reading can enhance reading accuracy and reduce reading errors.

Main Methods:

  • A multiple baseline design was employed to assess the effects of assisted reading.
  • Data collection involved monitoring oral reading performance in basal texts.
  • The study included three elementary students diagnosed with learning disabilities.

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Main Results:

  • Assisted reading led to a notable increase in the number of correctly read words.
  • A significant decrease in the number of incorrectly read words was observed.
  • The intervention demonstrated a positive effect on reading fluency and accuracy.

Conclusions:

  • Assisted reading is an effective strategy for improving the reading skills of elementary students with learning disabilities.
  • Classroom-based assisted reading interventions can yield measurable improvements in reading performance.
  • Further research can explore the long-term effects and scalability of assisted reading programs.