The effects of three conditions on the reading rate and accuracy of four students identified with emotional or behavioral disorders were compared using an alternating treatments design. The conditions were (a) no model, (b) a reading model presented by the teacher, and (c) a reading model presented by a digital-electronic computer voice. Analyses indicated that the teacher model resulted in the greatest number of words read correctly per minute and the greatest percentage of words read correctly. The computer reading model resulted in a greater number of words read correctly per minute and a greater percentage of words read correctly than the no model condition. The results are discussed in terms of strategies teachers can use to enhance academic achievement of students with emotional or behavioral disorders.
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