Abstract
This article compares the reading progress of learning disabled children receiving oralographic reading instruction with the progress of disabled learners in current special reading programs in five school districts. The experiment was conducted to measure the validity of the Oralographic Reading Program as an approach that meets distinctive needs of learning disabled children in reading. The results of standardized survey and diagnostic tests, using analysis of covariance procedures, revealed significantly higher performance in reading by the oralographic reading group at the end of the experimental period. Program elements considered to provide the treatment effects include careful provision for general principles of learning as well as planned guidance in the integration and application of developing skills.
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