title: Differential effects of oral reading to improve comprehension with severe learning disabled and educable mentally handicapped students.
abstract: 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.
mesh_terms: 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