| Autor: |
Burns, Matthew K., Duesenberg-Marshall, McKinzie D., McCollom, Elizabeth M., McCree, Nikita, Abdelnaby, Heba Z. |
| Předmět: |
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| Zdroj: |
Learning Disabilities: A Multidisciplinary Journal; 2022, Vol. 27 Issue 1, p51-60, 10p |
| Abstrakt: |
An appropriate level of challenge for reading, called the instructional level, consists of 93% to 97% known words within the text. The current study examined if an instructional level could be facilitated by preteaching words to a male second grade student identified with a learning disability in reading. Key and high-frequency words were pretaught before reading passages, which made up the experimental condition in a single-subject reversal design. A baseline condition was also used in which the child read from similar passages without preteaching words. Results suggested that preteaching the words led to a percentage of known words that fell within the instructional level, and increased fluent reading of the experimental passages. Implications for practice and suggestions for future research are included. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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