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Use of assisted reading to increase correct reading rates and decrease error rates of students with learning disabilities. Department of Special Education, School of Education, Gonzaga University, Spokane, Washington 99258-0001, USA. Abstract The effects of assisted reading on 3 elementary students with learning disabilities were evaluated using a multiple baseline design. Data were collected from the students' oral reading from their basal texts. The results indicated an increase in number of words read correctly as well as a decrease in the number of words read incorrectly when assisted reading was used in the classroom. Full text Full text is available as a scanned copy of the original print version. Get a printable copy (PDF file) of the complete article (303K), or click on a page image below to browse page by page. Links to PubMed are also available for Selected References. Selected References These references are in PubMed. This may not be the complete list of references from this article.
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