The Effects of Direct Instruction's Model, Lead, Test Procedure and Repeated Readings on Reading Fluency for an 8-year-old Boy with Autism and Developmentally Delays

Kassandra Remington, Gonzaga University

Abstract

This study’s purpose was to increase the reading fluency of an 8-year-old boy with Autism and developmentally delays utilizing Direct Instruction’s Model-Lead-Test Procedure and repeated readings. The setting was the participant’s Behavior Intervention self-contained classroom. Event recording within a changing criterion experimental design measured correct words per minute (CWPM). Reliability was 100%. The independent variable was the implementation of Direct Instruction’s Model-Lead-Test format and repeated readings. After setting a reading goal, the researcher pre-taught potentially difficult words, using the DI Model-Lead-Test format. Next, the participant would read a passage at least two times. After the first reading the researcher would correct errors using the DI Model-Lead-Test format and then had participant reread the passage. For the results the participant met the pre-determined mastery level of 51 CWPM at the end of intervention. Overall, the intervention package increased his overall reading fluency in the natural setting.

 
Apr 23rd, 10:45 AM Apr 23rd, 12:15 PM

The Effects of Direct Instruction's Model, Lead, Test Procedure and Repeated Readings on Reading Fluency for an 8-year-old Boy with Autism and Developmentally Delays

Graves Gym

This study’s purpose was to increase the reading fluency of an 8-year-old boy with Autism and developmentally delays utilizing Direct Instruction’s Model-Lead-Test Procedure and repeated readings. The setting was the participant’s Behavior Intervention self-contained classroom. Event recording within a changing criterion experimental design measured correct words per minute (CWPM). Reliability was 100%. The independent variable was the implementation of Direct Instruction’s Model-Lead-Test format and repeated readings. After setting a reading goal, the researcher pre-taught potentially difficult words, using the DI Model-Lead-Test format. Next, the participant would read a passage at least two times. After the first reading the researcher would correct errors using the DI Model-Lead-Test format and then had participant reread the passage. For the results the participant met the pre-determined mastery level of 51 CWPM at the end of intervention. Overall, the intervention package increased his overall reading fluency in the natural setting.