An adapted alternating treatments design was used to investigate the effects of two taped-words interventions on word list reading in three elementary students with behavioral and learning problems. Three equivalent sets of 15 unknown words were constructed and assigned to three different conditions: fast taped-words (FTW), slow taped-words (STW), and one of two assessment-only control conditions. During FTW, students were instructed to read aloud with an audiotape that delivered 15 words in 15 seconds (one word each second). During STW, 15 words were delivered in 75 seconds (one word every 5 seconds). Both taped-words interventions resulted in greater increases in accuracy and rates of accurate reading than did control conditions. One student performed slightly better under FTW. The other two students performed better under STW. Results are discussed in terms of modeling accurate reading, modeling reading rates, pacing, and opportunities to respond.
Get full access to this article
View all access options for this article.
References
1.
American Psychiatric Association.Diagnostic and statistical manual of mental disorders (3rd ed., rev.). Washington, DC: Author.
2.
Berliner, D. C. (1988). Effective classroom management and instruction: A knowledge base for consultation. In G. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 309–326). Washington: National Association of School Psychologists.
3.
Breznitz, Z. (1987). Increasing first graders' accuracy and comprehension by accelerating their reading rate. Journal of Educational Psychology, 79, 236–242.
4.
Browder, D. M., & Lalli, J. S. (1991). Review of research on sight word instruction. Research in Developmental Disabilities, 12, 203–228.
5.
Carnine, D. W. (1976). Effects of two teacher presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199–206.
6.
Clymer, T., Indrisano, R., Johnson, D., Pearson, D., & Venesky, R. (1987). Ginn and Company reading series.Lexington, MA: Ginn and Company.
7.
Cuvo, A. J. (1979). Multiple-baseline design in instructional research: Pitfalls of measurement and procedural advantages. American Journal of Mental Deficiency, 84, 219–228.
8.
Darch, C., & Gersten, R. (1985). The effects of teacher presentation rates and praise on LD students' oral reading performance. British Journal of Educational Psychology, 55, 295–303.
9.
Espin, C. A., & Deno, S. L. (1989). The effects of modeling and prompting feedback strategies on sight word reading of students labeled learning disabled. Education and Treatment of Children, 12, 219–231.
10.
Freeman, T. J., & McLaughlin, T. F. (1984). Effects of a taped-words treatment procedure on learning disabled students' sightword reading. Learning Disability Quarterly, 7(1), 49–54.
11.
Gersten, R. (1985). Direct instruction with special education students: A review of evaluation research. The Journal of Special Education, 19, 41–58.
12.
Greenwood, C. R., Dinwiddie, G., Bailey, V., Carta, J. J., Dorsey, D., Kohler, F. W., Nelson, C., Rothholtz, D., & Schulte, D. (1987). Field replication of classwide peer tutoring. Journal of Applied Behavior Analysis, 20, 151–160.
13.
Hanely-Maxwell, C., Wilcox, B., & Heal, L. (1982). A comparison of vocabulary learning by moderately retarded students under direct instruction and incidental presentation. Education and Training of the Mentally Retarded, 17, 214–221.
14.
Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 23–40). Columbus, OH: Merrill.
15.
Hendrickson, J. M., & Gable, R. A. (1981). The use of modeling tactics to promote academic skills development of exceptional learners. Journal of Special Education Technology, 4(3), 20–29.
16.
LaBerge, D., & Samuels, S. J. (1976). Toward a theory of automatic information processing in reading. In H. Singer & R. R. Ruddell (Eds.), Theoretical models and processes of reading (pp. 548–579). Newark, DE: International Reading Association.
17.
McCurdy, B. L., Cundari, L., & Lentz, F. E. (1990). Enhancing instructional efficiency: An examination of time delay and the opportunity to observe instruction. Education and Treatment of Children, 13, 226–238.
18.
McGee, G., Krantz, P., & McClannahan, L. (1986). An extension of incidental teaching procedures to reading instruction for autistic children. Journal of Applied Behavior Analysis, 19, 147–157.
19.
Michael, J. (1974). Statistical inference for individual organism research: Mixed blessing or curse?. Journal of Applied Behavior Analysis, 7, 647–653.
20.
Orelove, F. P. (1982). Acquisition of incidental learning in moderately and severely handicapped adults. Education and Training of the Mentally Retarded, 17, 131–136.
21.
Perry, M. A., & Furukawa, M. J. (1986). Modeling methods. In F. H. Knafer & A. P. Goldstein (Eds.), Helping people change (pp. 66–110). Elmsford, NY: Pergamon.
22.
Rasinski, T. V., & Zutell, J. B. (1990). Making a place for fluency instruction in the regular curriculum. Reading Research and Instruction, 29(2), 85–91.
23.
Rivers, L. E. (1980). Use a tape recorder to teach basic skills. The Social Studies Teacher, 71, 171–174.
24.
Shapiro, E. S., Kazdin, A. E., & McGonigle, J. J. (1982). Multiple-treatment interference in the simultaneous- or alternating-treatments design. Behavioral Assessment, 4, 105–115.
25.
Shapiro, E. S., & McCurdy, B. L. (1989). Effects of a taped-words treatment on reading proficiency. Exceptional Children, 55, 321–325.
26.
Sindelar, P. T., Rosenburg, M. S., & Wilson, R. J. (1985). An adapted alternating treatments design for instructional research. Education and Treatment of Children, 8, 67–76.
27.
Sindelar, P. T., & Stoddard, K. (1991). Teaching reading to mildly disabled students in regular classes. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 357–378). Washington, DC: National Association of School Psychologists.
28.
Skinner, C. H., Adamson, K. L., Woodward, J. R., Jackson, R. R., Atchison, L. A., & Mims, J. W. (1993). A comparison of fast-rate, slow-rate, and silent previewing interventions on reading performance. Journal of Learning Disabilities, 26, 674–681.
29.
Skinner, C. H., & Shapiro, E. S. (1989). A comparison of taped-words and drill interventions on reading fluency in adolescents with behavior disorders. Education and Treatment of Children, 12, 123–133.
30.
Smith, D. D. (1979). The improvement of children's oral reading through the use of teacher modeling. Journal of Learning Disabilities, 12, 39–42.
31.
Zane, T., Walls, R., & Thvedt, J. (1981). Prompting and fading guidance procedures: Their effect on chaining whole tasks strategies. Education and Training of the Mentally Retarded, 16, 125–135.
