Noell, G. H., Gansle, K. A., Witt, J. C., Whitmarsh, E. L., Freeland, J. T., LaFleur, L. H., Gilbertson, D. N., & Northup, J. (1998).
Effects of contingent reward and instruction on oral reading performance at differing levels of passage difficulty.
Journal of Applied Behavior Analysis,
31, 659-663.
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.
DESCRIPTORS: oral reading, skill and performance, task difficulty