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Effects of contingent reward and instruction on oral reading performance at differing levels of passage difficulty.

Authors
  • Noell, G H
  • Gansle, K A
  • Witt, J C
  • Whitmarsh, E L
  • Freeland, J T
  • LaFleur, L H
  • Gilbertson, D N
  • Northup, J
Type
Published Article
Journal
Journal of applied behavior analysis
Publication Date
Jan 01, 1998
Volume
31
Issue
4
Pages
659–663
Identifiers
PMID: 9891402
Source
Medline
License
Unknown

Abstract

This study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills as well as the effects of instruction--modeling and practice--designed to increase skill level for oral reading fluency across three levels of reading materials. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in reading fluency for all participants at their assigned grade levels. These results demonstrate one strategy for experimentally determining those instructional components that are required to increase oral reading rate.

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