Abstract
An adapted alternating treatments design was used to investigate the effects of two taped-words interventions on word list reading in three elementary students with behavioral and learning problems. Three equivalent sets of 15 unknown words were constructed and assigned to three different conditions: fast taped-words (FTW), slow taped-words (STW), and one of two assessment-only control conditions. During FTW, students were instructed to read aloud with an audiotape that delivered 15 words in 15 seconds (one word each second). During STW, 15 words were delivered in 75 seconds (one word every 5 seconds). Both taped-words interventions resulted in greater increases in accuracy and rates of accurate reading than did control conditions. One student performed slightly better under FTW. The other two students performed better under STW. Results are discussed in terms of modeling accurate reading, modeling reading rates, pacing, and opportunities to respond.
Published Version
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