The Relationship among Correct and Error Oral Reading Rates and Comprehension

Abstract

Eight learning disabled boys participated in the study. All were seriously deficient in both their oral reading and comprehension performances. Through a series of multiple baseline and crossover designs, the relationships among enhanced correct reading rates and comprehension, decreased error reading rates and comprehension, and increased comprehension and oral reading were studied. Each time an intervention was scheduled, the desired changes were noted for the targeted variable. Improvement, however, in either correct rate or error rate scores produced only mild increases in comprehension. Interestingly, when comprehension was targeted, correct and error rate scores also were at desirable levels.