Interactive Effects of Prior Reading Achievement and Training in Context on the Reading of Learning-Disabled Children

Abstract

THIS STUDY EXAMINED the effects of an instructional program designed to teach learning-disabled children to use context to determine the impact of their errors on meaning and to correct their errors to maintain meaning. Forty children, identified by their schools as learning-disabled, participated in the study and were randomly assigned to one of three experimental groups or to the control group. Scores obtained from an informal reading inventory administered before and after instruction were used, with the prior scores treated as a covariate. Although adjusted mean scores after instruction were in the predicted direction, there were no main effects. However, a significant initial level of achievement by experimental treatment interaction was found. The interaction indicated that those who received greatest benefits from the experimental treatment were those at the highest initial achievement levels: specifically, those children whose instructional level was above grade level two. Moreover, further analysis revealed that changes in reading behaviors occurred as a result of the treatment. The results indicate that training in context, approached as a strategy to apply to maintain meaning, is helpful for disabled learners who have achieved reading proficiency beyond the beginning level.

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