A Comparison of Fast-Rate, Slow-Rate, and Silent Previewing Interventions on Reading Performance
Researchers investigated the effects of three different previewing interventions on the oral reading rates of 12 junior and senior high school students with learning disabilities. Under fast-rate listening previewing (FRLP), students were instructed to follow silently as experimenters read from a te...
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| Veröffentlicht in: | Journal of learning disabilities 1993-12, Vol.26 (10), p.674-681 |
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| container_title | Journal of learning disabilities |
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| creator | Skinner, Christopher H. Adamson, Kelly L. Woodward, John R. Jackson, Robert R. Atchison, Leigh A. Mims, Jerry W. |
| description | Researchers investigated the effects of three different previewing interventions on the oral reading rates of 12 junior and senior high school students with learning disabilities. Under fast-rate listening previewing (FRLP), students were instructed to follow silently as experimenters read from a text at an average rate that was 77.7% faster than the students' current oral reading rate. During slow-rate listening previewing (SRLP), students followed along as experimenters read at an average rate that was 22.5% faster than the students' reading rate. Students were instructed to read passages silently under silent previewing (SP). Immediately following each previewing intervention, students read the same passage aloud. The number of words read correctly per minute and the number of errors per minute served as dependent variables. The results showed statistically significant decreases in error rates under SRLP and SP. The results also showed that SRLP resulted in statistically significantly fewer errors per minute than FRLP. These results suggest that orally reading while students follow along at a rate much higher than their current reading rates may not be as beneficial as reading aloud at slower rates. |
| doi_str_mv | 10.1177/002221949302601005 |
| format | Article |
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Under fast-rate listening previewing (FRLP), students were instructed to follow silently as experimenters read from a text at an average rate that was 77.7% faster than the students' current oral reading rate. During slow-rate listening previewing (SRLP), students followed along as experimenters read at an average rate that was 22.5% faster than the students' reading rate. Students were instructed to read passages silently under silent previewing (SP). Immediately following each previewing intervention, students read the same passage aloud. The number of words read correctly per minute and the number of errors per minute served as dependent variables. The results showed statistically significant decreases in error rates under SRLP and SP. The results also showed that SRLP resulted in statistically significantly fewer errors per minute than FRLP. These results suggest that orally reading while students follow along at a rate much higher than their current reading rates may not be as beneficial as reading aloud at slower rates.</description><identifier>ISSN: 0022-2194</identifier><identifier>EISSN: 1538-4780</identifier><identifier>DOI: 10.1177/002221949302601005</identifier><identifier>PMID: 8151207</identifier><identifier>CODEN: JLDIAD</identifier><language>eng</language><publisher>London, England: SAGE Publications</publisher><subject>Adolescent ; Biological and medical sciences ; Communication disorders ; Error Analysis (Language) ; Error Patterns ; Female ; Humans ; Instructional Effectiveness ; Intervention ; Learning Disabilities ; Learning Disorders - diagnosis ; Male ; Medical sciences ; Oral Reading ; Performance Factors ; Previewing (Reading) ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Reading ; Reading disabled children ; Reading Rate ; Research Design ; Schools ; Secondary Education ; Special education. 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Under fast-rate listening previewing (FRLP), students were instructed to follow silently as experimenters read from a text at an average rate that was 77.7% faster than the students' current oral reading rate. During slow-rate listening previewing (SRLP), students followed along as experimenters read at an average rate that was 22.5% faster than the students' reading rate. Students were instructed to read passages silently under silent previewing (SP). Immediately following each previewing intervention, students read the same passage aloud. The number of words read correctly per minute and the number of errors per minute served as dependent variables. The results showed statistically significant decreases in error rates under SRLP and SP. The results also showed that SRLP resulted in statistically significantly fewer errors per minute than FRLP. These results suggest that orally reading while students follow along at a rate much higher than their current reading rates may not be as beneficial as reading aloud at slower rates.</description><subject>Adolescent</subject><subject>Biological and medical sciences</subject><subject>Communication disorders</subject><subject>Error Analysis (Language)</subject><subject>Error Patterns</subject><subject>Female</subject><subject>Humans</subject><subject>Instructional Effectiveness</subject><subject>Intervention</subject><subject>Learning Disabilities</subject><subject>Learning Disorders - diagnosis</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Oral Reading</subject><subject>Performance Factors</subject><subject>Previewing (Reading)</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Reading</subject><subject>Reading disabled children</subject><subject>Reading Rate</subject><subject>Research Design</subject><subject>Schools</subject><subject>Secondary Education</subject><subject>Special education. 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Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>Reading</topic><topic>Reading disabled children</topic><topic>Reading Rate</topic><topic>Research Design</topic><topic>Schools</topic><topic>Secondary Education</topic><topic>Special education. 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Under fast-rate listening previewing (FRLP), students were instructed to follow silently as experimenters read from a text at an average rate that was 77.7% faster than the students' current oral reading rate. During slow-rate listening previewing (SRLP), students followed along as experimenters read at an average rate that was 22.5% faster than the students' reading rate. Students were instructed to read passages silently under silent previewing (SP). Immediately following each previewing intervention, students read the same passage aloud. The number of words read correctly per minute and the number of errors per minute served as dependent variables. The results showed statistically significant decreases in error rates under SRLP and SP. The results also showed that SRLP resulted in statistically significantly fewer errors per minute than FRLP. 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| ispartof | Journal of learning disabilities, 1993-12, Vol.26 (10), p.674-681 |
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| subjects | Adolescent Biological and medical sciences Communication disorders Error Analysis (Language) Error Patterns Female Humans Instructional Effectiveness Intervention Learning Disabilities Learning Disorders - diagnosis Male Medical sciences Oral Reading Performance Factors Previewing (Reading) Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Reading Reading disabled children Reading Rate Research Design Schools Secondary Education Special education. Orthophony Students Treatments |
| title | A Comparison of Fast-Rate, Slow-Rate, and Silent Previewing Interventions on Reading Performance |
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