Comparison of Procedures for Promoting Reading Proficiency of Two Children with Behavioral and Learning Disorders

This study investigated the effects of two discrete teaching strategies for developing proficiency in oral reading. The use of teacher praise contingent upon pupil correct responses was compared with teacher modeling of words erred. The results clearly indicate that, for two learning/behavior disord...

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Bibliographic Details
Published in:Behavioral disorders 1980-02, Vol.5 (2), p.102-107
Main Authors: Gable, Robert A., Shores, Richard E.
Format: Article
Language:English
Subjects:
Academic learning
Applied Behavior Analysis
Behavior Patterns
Behavior Problems
Child & adolescent psychiatry
Child behavior disorders
Children
Curriculum Research
Educational strategies
Error rates
Exceptional Child Research
Exceptional children
Learning
Learning Disabilities
Learning procedures
Modeling (Psychology)
Oral Reading
Positive Reinforcement
Reading Achievement
Reading promotion
Reading Skills
Reinforcement schedules
Special education
Teaching
Teaching Methods
Teaching models
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Summary:This study investigated the effects of two discrete teaching strategies for developing proficiency in oral reading. The use of teacher praise contingent upon pupil correct responses was compared with teacher modeling of words erred. The results clearly indicate that, for two learning/behavior disordered youngsters approaching a proficiency level in oral reading, manipulation of reinforcement schedules was demonstrated to be the more effective approach.
ISSN:0198-7429
2163-5307
DOI:10.1177/019874298000500204