A comparison of the effects of reinforcing accuracy and on-task responses in a programmed remedial program with fourth-grade reading problem children

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Fran Kirksey Deaton (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Marilyn Erickson

Abstract: One-to-one assessment and individualized instruction have been the methods of choice in the identification and remediation of retarded readers. Educational systems, however, have not been able to meet the demand for individualized assessment or instruction. Therefore, other methods must be sought to meet the needs of more children. Behavioral research has revealed that reinforcement has been effective in increasing both accuracy and on-task behaviors. The present study was designed to compare the effects of reinforcing accuracy and on-task behaviors during programmed remedial instruction on the number and accuracy of completed frames and performance on the Slosson Oral Reading Test, the Wide Range Achievement Test, and the Spache Reading Diagnostic Scales as well as on teacher ratings of behavior in the classroom.

Additional Information

Language: English
Date: 1974
Reading (Elementary)
Reading $x Remedial teaching

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