Evaluating Error-Correction Procedures for Oral Reading

Abstract

Six procedures for correcting oral reading errors were examined. Five learning-disabled, junior-high students served as subjects in the experiment. The experiment consisted of 5 phases, each lasting a minimum of 7 days. Treatment effects were assessed on 2 word-recognition measures 1 day after corrections were applied. Results indicated that some form of error correction tended to be significantly superior to no correction, but that many correction procedures used by teachers appeared to produce rather small effects on word recognition. One correction procedure, which consisted of isolated word drill, far exceeded the other corrections and produced relatively high levels of word recognition. Results are discussed in terms of their implications for instructional practice.