title: Effects of contingent reward and instruction on oral reading performance at differing levels of passage difficulty.
abstract: This study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills as well as the effects of instruction--modeling and practice--designed to increase skill level for oral reading fluency across three levels of reading materials. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in reading fluency for all participants at their assigned grade levels. These results demonstrate one strategy for experimentally determining those instructional components that are required to increase oral reading rate.
authors.affiliation: Department of Psychology, Louisiana State University, Baton Rouge 70803-5501, USA. gnoell@unix1.sncc.lsu.edu
authors.forename: G H
authors.initials: GH
authors.lastname: Noell
authors.forename: K A
authors.initials: KA
authors.lastname: Gansle
authors.forename: J C
authors.initials: JC
authors.lastname: Witt
authors.forename: E L
authors.initials: EL
authors.lastname: Whitmarsh
authors.forename: J T
authors.initials: JT
authors.lastname: Freeland
authors.forename: L H
authors.initials: LH
authors.lastname: LaFleur
authors.forename: D N
authors.initials: DN
authors.lastname: Gilbertson
authors.forename: J
authors.initials: J
authors.lastname: Northup
mesh_terms: D002648:Child; D006801:Humans; D008297:Male; D011932:Reading; D012054:Reinforcement, Psychology; D012201:Reward