The Improvement of Children's Oral Reading through the Use of Teacher Modeling

Deborah Deutsch Smith

52 citations0/0 files storedJournal of Learning Disabilities

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Reading and Literacy Development Language Development and Disorders Behavioral and Psychological Studies

Abstract

The influence of the classroom teacher reading orally before the child reads was investigated. The teacher read at a proficient rate (approximately 100 words per minute) from the child's basal reader. Three learning disabled students participated in the study, and in every case the correct and error rates for oral reading improved remarkably. The tactic selected — modeling — is inexpensive in teacher time and cost and is easily scheduled. The data indicate that modeling could be an appropriate intervention to select when children are not yet proficient in oral reading.

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2024Applied Behavior Analysis for Teachers 2002A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities 2011Reliability and validity of the Classroom Observations of Student–Teacher Interactions (COSTI) for kindergarten reading instruction 2021Global Mindset Initiative Paper 1: Growth Mindset Cultures and Teacher Practices 1984Effects of a Taped-Words Treatment Procedure on Learning Disabled Students' Sight-Word Oral Reading 2002Preference Variability and the Instruction of Choice Making with Students with Severe Intellectual Disabilities 2011Initial and Over-Time Effects of Fluency Interventions for Students With or At Risk for Disabilities 1995The Influence of Rate of Presentation During Taped-Words Interventions on Reading Performance

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