Individual and group feedback systems for improving oral reading accuracy in learning disabled and regular class children.

Abstract

The effect of individual and group feedback upon reducing oral reading errors was investigated using as subjects fifth-grade underachievers from a learning disabled program (LD) and from a regular classroom (non-LD). Both individual and group feedback procedures were found effective when compared with the baseline condition. The efficiency and utility of the group feedback procedure is emphasized. In addition, since the procedures were equally effective for both LD and non-LD students, the treatment utility of feedback in a mainstreamed setting is discussed.