| Popis: |
This experiment compared the effects of a low frequency criterion (i.e., 40 to 80 correct words per minute) and a high frequency criterion (i.e., 180 to 220 correct words per minute) on reading agility, retention, endurance, and Direct Instruction Reading Mastery checkout performances. The participants were three 3rd grade elementary students who were identified by their reading teachers as failing the checkouts in Direct Instruction Reading Mastery. The experimenter conducted daily 10 to 20-min sessions of repeated readings and paired reading with each student. The experimenter measured the number of words read correctly and incorrectly per minute during each session. Also, the experimenter recorded whether or not students passed the Reading Mastery checkouts associated with the stories read during the experiment and Reading Mastery checkouts not associated with those stories. The experiment did not show a functional relation between frequency criteria and retention, endurance, agility, or the Direct Instruction Reading Mastery checkout performances. The data may have implications for future research on developing fluent reading. In particular, the instructional method used to achieve fluent performance may be a critical variable. |
