Sage Journals: Discover world-class research

Abstract

Thirty-two learning disabled (LD) students read passages of equivalent difficulty one, three, and seven times. Half the students were instructed to read “quickly and correctly” and half to “remember as much as they could about the story.” Words read correctly per minute (WPM) on the final reading served as one dependent measure; the percentage of story propositions (POP) retold following the final reading was the other. Separate ANOVAs were calculated. For WPM, a significant main effect for readings was obtained: Students read more fluently on seventh than third readings and on third than first readings. For POP, significant main effects for both readings and cues were obtained: Students retold more of the stories after three readings than after one and students cued to remember retold more of the stories than students cued for fluency. Differences between LD and average third-grade readers on the same tasks are discussed.

Get full access to this article

View all access options for this article.

References

Boning

(1963). Getting the facts: Specific skills series. Baldwin, NY: Barnell Loft.

Bray

J.H.

, & Maxwell

S.E.

(1982). Analyzing and interpreting significant MANOVAs. Review of Educational Research, 52, 340–367.

Britton

B.K.

Ziegler

, & Westbrook

(1980). Use of cognitive capacity in reading easy and difficult text: Two tests of an allocation of attention hypothesis. Journal of Reading Behavior, 12, 23–30.

Carver

R.P.

, & Hoffman

J.V.

(1981). The effect of practice through repeated reading on gain in reading ability using a computer-based instructional system. Reading Research Quarterly, 16, 374–390.

Chomsky

(1976). After decoding: What? Language Arts, 53, 288–296.

Dahl

RR.

(1979). An experimental program for teaching high speed word recognition and comprehension skills. In Button

J.E.

Lovitt

T.C.

& Rowland

T.D.

(Eds.), Communications research in learning disabilities and mental retardation (pp. 33–65). Baltimore: University Park Press.

DiStefano

Noe

, & Valencia

(1981). Measurement of the effects of purpose and passage difficulty on reading flexibility. Journal of Educational Psychology, 73, 602–606.

Fry

E.B.

(1968). A readability formula that saves time. Journal of Reading, 11, 513–516, 575–577.

Gonzales

P.C.

, & Elijah

D.V.

(1975) Rereading: Effect on error patterns and performance levels on the IRI. Reading Teacher, 28, 647–652.

10.

Grant

E.B.

, & Hall

(1967). The effect of purposeful reading on comprehension at differing levels of difficulty. Paper presented at thè International Reading Association Convention, Seattle.

11.

Harris

R.J.

(1975). A primer of multivariate statistics. New York: Academic Press.

12.

Kauffman

J.W.

, & Hallahan

D.P.

(1979). Learning disability and hyperactivity (with comments on minimal brain dysfunction). In B.B. Lahey & A.E. Kazdin (Eds.), Advances in clinical child psychology (pp. 72–99). New York: Plenum Press.

13.

Kintsch

(1974). The representation of meaning in memory. Hillsdale, NJ: Lawrence Erlbaum.

14.

Kotsonis

M.E.

, & Patterson

C.J.

(1980). Comprehension monitoring skills in learning disabled children. Developmental Psychology, 16, 541–542.

15.

LaBerge

, & Samuels

S.J.

(1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.

16.

Meichenbaum

(1980). Cognitive behavior modification with exceptional children: A promise yet unfulfiled. Exceptional Education Quarterly, 7 (1), 83–88.

17.

Meyers

J.L.

(1979). Fundamentals of experimental design. (3rd ed.). Boston: Allyn & Bacon.

18.

O'Shea

L.J.

Sindelar

PT.

, & O'Shea

D.J.

(1985). The effects of repeated reading and attentional cues on reading fluency and comprehension. Journal of Reading Behavior, 17, 129–142.

19.

Pehrsson

R.S.V.

(1974). The effects of teacher interference during the process of reading or how much of a helper is Mr. Gelper? Journal of Reading, 17, 617–621.

20.

Rashotte

C.A.

& Torgesen

J.K.

(1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20, 180–188.

21.

Rooney

K.J.

Hallahan

D.P.

, & Lloyd

J.W.

(1984). Self-recording of attention by learning disabled students in the regular classroom. Journal of Learning Disabilities, 17,360-364.

22.

Samuels

S.J.

(1979). The method of repeated readings. The Reading Teacher, 32, 403–408.

23.

Starlin

, & Starlin

(1973). Guidelines for continuous decision making. Bemidji, MN: Unique Curriculum Unlimited.

24.

Torgeson

J. K

(1977). The role of nonspecific factors in the task performance of learning disabled children. Journal of Learning Disabilities, 70,27–34.

The Effects of Repeated Readings and Attentional Cues on the Reading Fluency and Comprehension of Learning Disabled Readers

Abstract

Get full access to this article

References