title: Use of assisted reading to increase correct reading rates and decrease error rates of students with learning disabilities.
abstract: The effects of assisted reading on 3 elementary students with learning disabilities were evaluated using a multiple baseline design. Data were collected from the students' oral reading from their basal texts. The results indicated an increase in number of words read correctly as well as a decrease in the number of words read incorrectly when assisted reading was used in the classroom.
authors.affiliation: Department of Special Education, School of Education, Gonzaga University, Spokane, Washington 99258-0001, USA.
authors.forename: L M
authors.initials: LM
authors.lastname: Gilbert
authors.forename: R L
authors.initials: RL
authors.lastname: Williams
authors.forename: T F
authors.initials: TF
authors.lastname: McLaughlin
mesh_terms: D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D004522:Educational Status; D005246:Feedback; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D008570:Memory, Short-Term; D011932:Reading; D012073:Remedial Teaching; D014825:Vocabulary