Terry L. Rose

Relative Effects of Two Previewing Procedures on LD Adolescents' Oral Reading Performance

An alternating-treatments design was used to investigate the relative effects of two oral reading previewing procedures: (a) silent: the student reads silently the assigned reading passage prior to reading it aloud, and (b) listening: the teacher reads the assigned selection aloud with the student following along silently prior to the student reading the passage aloud. Five junior-high school learning disabled students, four boys and one girl, participated in the study. In four of five cases results showed that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. The findings are discussed in terms of their implications for research and instructional procedures, especially as these relate to adolescent learners.

Relative Effects of Teacher-Directed and Taped Previewing on Oral Reading

An alternating-treatments design was used to investigate the relative effects of two previewing procedures on oral reading: (a) listening previewing, in which the teacher read the assigned passage aloud while the student followed along silently prior to reading the passage aloud; and (b) taped previewing, in which the student listened to prerecorded reading passages while following along silently prior to reading the passage aloud. Subjects were four elementary-aged learning disabled (LD) boys. Compared to a no-previewing approach, systematic previewing procedures were found to be related to higher performance levels. In addition, the listening procedure was differentially related to higher rates of words read correctly. Neither previewing procedure was related to changes in error rates. Implications of results are drawn for research and instruction.

Effects of Previewing on the Oral Reading of Mainstreamed Behaviorally Disordered Students.

An alternating treatments design was used to investigate the relative effects of two previewing procedures on oral reading: (a) silent previewing, which required the student to read silently the assigned passage prior to reading the passage aloud; and (b) listening previewing, in which the teacher read the assigned passage aloud while the student followed along silently prior to the students reading the passage aloud. Five male elementary-aged behaviorally disordered learners participated in the study. Results indicated that both systematic previewing procedures were related to higher performance levels than when no previewing was provided. In addition, the listening procedure was differentially related to higher rates of words read correctly than the silent procedure. Neither previewing procedure was related to changes in error rates. Results are discussed further in terms of their implications for research and instruction.

Effects of Two Error-Correction Procedures on Oral Reading.

An alternating-treatments design was used to investigate the relative effectiveness of two error-correction procedures, word supply and phonic analysis, on the oral reading performance of five elementary-school learning disabled students, four boys and one girl. All subjects had deficient oral reading skills. Results indicated that (a) increased oral reading rates were related to systematic correction procedures, and (b) the word-supply procedure was relatively superior to the phonic analysis method. Possible reasons for these findings are discussed, as are suggestions for future investigations and implications for instruction.

Effects of Illustrations on Reading Comprehension of Learning Disabled Students

The effects of illustrations on comprehension were investigated among 32 learning disabled elementary-aged students. Students read an illustrated passage and a non-illustrated passage and answered eight comprehension questions following each passage. Results showed significantly more correct responses to comprehension questions following the non-illustrated passages. Results are discussed in relation to the purported benefits of illustrations. Implications for instruction and suggestions for future research are presented.

The effects of contingent water mist on the stereotypic responding of a severely handicapped adolescent.

The reductive effects of the water misting procedure on the stereotypic responding of a severely handicapped adolescent were investigated by using a variation of the multiple baseline design across settings, with sequential interventions across settings and simultaneous interventions across teachers. The results indicated that the intervention was related to reduced rates of stereotypic responding in each setting. The effects of the intervention were also maintained across multiple administrators of the procedure and during follow-up. Instructional implications are discussed. Further research is suggested.

Negative Effects of Illustrations as Word Cues

A multiple baseline across students design was used to investigate the relative effects of illustrations on the acquisition of words in isolation in two settings. Words were taught, using picture cues and no-picture cues, to four elementary school-aged learning disabled students. Results in three of four cases indicated that illustrations wererelated to lower reading performance rates, leading to a conclusion that illustrations interfere with the acquisition of new words in isolation by disabled readers. Results are discussed further in terms of their implications for instruction and research.

The Charlotte Circle Project: A Program for Infants and Toddlers with Severe/Profound Disabilities

The Charlotte Circle Project was an early intervention Model Demonstration project providing center-based and home-based instruction to children (birth to 3 years) with severe/profound handicaps and their parents. The project adopted the social reciprocity model, in which the behavior of the child and the parent interact to either encourage or discourage interactive responses. This article describes the projects model, the participating children, the projects daily activities, and evaluative findings regarding its implementation and outcome.

Effects of Illustrations on Learning Disabled Students' Reading Performance.

An alternating-treatments design was used to investigate the relative effects of illustrations on the oral reading in context and comprehension accuracy of five elementary-school learning disabled students. Social comparison data were used to verify oral reading deficiencies. Results showed no apparent relationship between the presence or absence of illustrations and changes in oral reading rates or response accuracy of comprehension questions. Results are discussed in relation to the purported benefits of illustrations. Finally, implications for instruction and suggestions for future investigations are discussed.

Corporal Punishment with Mildly Handicapped Students: Five Years Later:

In a replication of a previous descriptive study, the uses of corporal punishment with mildly handicapped students in American public schools are described. A school discipline survey was mailed to 371 principals in 18 randomly selected states representing the nine U.S. census regions. Results indicated widespread use of corporal punishment with handicapped students at every grade level in the majority of regions of the United States. Descriptions of the use of corporal punishment across demographic and administrative/ procedural variables are provided and discussed. Comparisons of current findings to previous findings are made and trends noted and discussed, Further research directions and instructional implications are also provided.