Differential effects of oral reading to improve comprehension with severe learning disabled and educable mentally handicapped students.
The purpose of this study was to evaluate the effectiveness of oral reading as a teaching technique for improving reading comprehension of 11 Educable Mentally Handicapped or Severe Learning Disabled adolescents. Students were tested on their ability to answer comprehension questions from a short factual article. Comprehension improved following the oral reading for students with a reading grade equivalent of less than 5.5 (measured from the Wide Range Achievement Test) but not for those students having a grade equivalent of greater than 5.5. This association was statistically significant (p = less than .01). Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability.
D000293:Adolescent; D000328:Adult; D004495:Education of Persons with Intellectual Disabilities; D004519:Education, Special; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D007859:Learning Disabilities / Q000534:rehabilitation*; D008297:Male; D011932:Reading