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- Title
Preteaching Words to Facilitate an Instructional Level in Reading with a Student with a Specific Learning Disability in Reading.
- Authors
Burns, Matthew K.; Duesenberg-Marshall, McKinzie D.; McCollom, Elizabeth M.; McCree, Nikita; Abdelnaby, Heba Z.
- Abstract
An appropriate level of challenge for reading, called the instructional level, consists of 93% to 97% known words within the text. The current study examined if an instructional level could be facilitated by preteaching words to a male second grade student identified with a learning disability in reading. Key and high-frequency words were pretaught before reading passages, which made up the experimental condition in a single-subject reversal design. A baseline condition was also used in which the child read from similar passages without preteaching words. Results suggested that preteaching the words led to a percentage of known words that fell within the instructional level, and increased fluent reading of the experimental passages. Implications for practice and suggestions for future research are included.
- Subjects
READING level of students; READING disability; LEARNING disabilities
- Publication
Learning Disabilities: A Multidisciplinary Journal, 2022, Vol 27, Issue 1, p51
- ISSN
1046-6819
- Publication type
Article
- DOI
10.18666/LDMJ-2021-V27-I1-11317