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The instructional effectiveness and efficency of three instructional approaches on student word reading performance

Nist, Lindsay Michelle
http://rave.ohiolink.edu/etdc/view?acc_num=osu1148304742

Abstract Details

2006, Doctor of Philosophy, Ohio State University, Physical Activity and Educational Services.
Literacy is becoming more and more crucial for survival, however illiteracy rates are on the rise in the United States. Increasing evidence over the years has shown that America's school children are not mastering important reading skills. Once reading difficulties begin, they are difficult to overcome. The majority of children who have reading difficulties do not catch up with their peers, and the gap between good and poor readers widens over time. Teachers are becoming more and more concerned about identifying and implementing proper strategies for promoting the reading skills of children who struggle. Although many reading interventions are available, few have been carefully investigated with respect to treatment effectiveness and treatment efficiency. The current study examined the instructional effectiveness and efficiency of three word reading interventions on students' cumulative number of words read accurately and cumulative learning rate. Specifically, alternating treatments designs was used to compare the effects of interspersal drill and practice training (presenting one known word prior to every third unknown word for a ratio of 67% unknown to 33% known), an incremental rehearsal condition (the repeated interspersing of one unknown word throughout 9 known words), and a traditional drill and practice procedure (presenting only unknown words) on word reading mastery. This study also extended previous research findings of the positive outcomes of three interventions by examining the retention, maintenance, and generalization of words that were taught under the three instructional conditions. Social validity of the three instructional methods was also assessed. The results showed increased word acquisition for all six of the students who participated in the study. Specifically, incremental rehearsal was found to the most effective while traditional drill and practice was the most efficient in terms of increasing word reading performance. All six of the students demonstrated a preference for the traditional drill and practice approach. Social validity results indicated that all three instructional techniques are a socially valid way to teach word reading skills to students identified as having word reading difficulties.
Laurice Joseph (Advisor)

Recommended Citations

Citations

  • Nist, L. M. (2006). The instructional effectiveness and efficency of three instructional approaches on student word reading performance [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148304742

    APA Style (7th edition)

  • Nist, Lindsay. The instructional effectiveness and efficency of three instructional approaches on student word reading performance. 2006. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1148304742.

    MLA Style (8th edition)

  • Nist, Lindsay. "The instructional effectiveness and efficency of three instructional approaches on student word reading performance." Doctoral dissertation, Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1148304742

    Chicago Manual of Style (17th edition)

osu1148304742
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© 2006, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.