A Model for Direct, Data-Based Reading Instruction

Abstract

An instructional model for improving reading skills of very poor readers is offered. The approach includes several basic components: curricular assessment and placement in lower levels of classroom curricula, direct instruction in deficit skill areas, data-based instruction as a means of evaluating daily pupil progress, repeated practice of reading stories to achieve proficiency, and contingency management, where stories must be mastered before proceeding to subsequent stories. Initially, students read orally and are evaluated daily for reading accuracy, rate, and oral comprehension. Gradually, students are encouraged to read silently and to write responses to comprehension questions. Included are pupil progress data for 159 mildly learning handicapped students who have received this type of instruction. Student gains have been similar for learning disabled, behavior disordered, and mildly retarded students. Economically disadvantaged and students served in cross-categorical resource rooms have progressed at a slightly higher rate than the other groups of mildly handicapped students.