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EFFECTS OF CONTINGENT REWARD AND INSTRUCTION ON ORAL READING PERFORMANCE AT DIFFERING LEVELS OF PASSAGE DIFFICULTY
Author(s) -
Noell George H.,
Gansle Kristin A.,
Witt Joseph C.,
Whitmarsh Ernest L.,
Freeland Jennifer T.,
LaFleur Lynn H.,
Gilbertson Don.,
Northup John
Publication year - 1998
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1998.31-659
Subject(s) - fluency , reading (process) , psychology , reinforcement , reading rate , cognitive psychology , developmental psychology , mathematics education , reading comprehension , social psychology , linguistics , philosophy
This study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills as well as the effects of instruction—modeling and practice—designed to increase skill level for oral reading fluency across three levels of reading materials. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in reading fluency for all participants at their assigned grade levels. These results demonstrate one strategy for experimentally determining those instructional components that are required to increase oral reading rate.