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
Research Project 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.
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.
