Abstract
This pilot study, utilizing 66 tenth-grade Ss who were 4 or more years below grade placement in both oral reading and reading comprehension, was designed to determine whether a treatment combining a taped echoic response method (TERM) and segmented print materials in which polysyllables were spatially divided (SP) would be effective in improving oral reading and comprehension. Gains over a 3-month span of instruction were compared for the TERM-SP group, a group receiving the TERM treatment in non-segmented materials (TERM-NSP) and a control group receiving neither treatment. Gains in oral reading were 8.7, 6.4 and 1.6 months respectively for the TERM-SP, TERM-NSP and control groups. An analysis of covariance indicated that the post-tests scores were significantly different (p <.01). A Tukey method of analyzing contrasts indicated that the TERM-SP scores were significantly greater than control scores (p <.05), while the TERM-NSP scores were not. Post-test scores for total reading comprehension, although they were in the hypothesized direction, did not differ significantly. It was concluded that the experimental treatment warrants replication and further study.