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Journal of Applied Behavior Analysis logoLink to Journal of Applied Behavior Analysis
. 1998 Winter;31(4):659–663. doi: 10.1901/jaba.1998.31-659

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

G H Noell 1, K A Gansle 1, J C Witt 1, E L Whitmarsh 1, J T Freeland 1, L H LaFleur 1, D N Gilbertson 1, J Northup 1
PMCID: PMC1284156  PMID: 9891402

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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Selected References

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  1. Daly E. J. A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. J Appl Behav Anal. 1994 Fall;27(3):459–469. doi: 10.1901/jaba.1994.27-459. [DOI] [PMC free article] [PubMed] [Google Scholar]

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