Literaturnachweis - Detailanzeige
| Autor/inn/en | Idol-Maestas, Lorna; und weitere |
|---|---|
| Titel | A Model for Direct, Data Based Reading Instruction. |
| Quelle | (1981), (32 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Elementary Secondary Education; Learning Disabilities; Mild Mental Retardation; Models; Oral Reading; Reading Comprehension; Reading Improvement; Reading Instruction; Reading Rate; Remedial Reading; Student Placement; Teaching Methods |
| Abstract | A reading instruction model that has proved to be successful with mildly handicapped students, regardless of their categorical label, is based upon three elements: curricular assessment, placement in an appropriate curriculum level, and data based instruction. For the curricular assessment, a sample passage (100 words) from each level (book) in a reading series is given to the student to read. A stopwatch is used to time the student's reading speed. Three random samples are selected for each level of the series. Testing begins at the level which is 1 year below the students' expected placement, which is the level where teachers think the student is reading. Testing extends over a 3-day period since student performance fluctuates from day to day. Data based instruction begins with the first story of the book in which placement was assigned. A specific and consistent error correction procedure is used for correcting errors. Somewhere in the final section of the story a 100-word passage is used as a timed sample to measure the accuracy and speed at which the student is reading. The book is then closed and the teacher asks the student 10 comprehension questions based on the entire story. Teachers keep a daily record of the three daily measures for accuracy, rate, and comprehension. An instructional format sheet is kept and serves as the intervention plan for every student. Two strategies used to increase oral reading accuracy are sound sheet practice and daily word drill. Techniques used to increase reading rate are prompts and repeated readings. Oral comprehension is improved by a backward chaining procedure and emphasis on question type. Reported pupil progress indicates that students using this model made over 1 month's gain to over 5 month's gain per month of instruction. (HOD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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