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NASP Home NASP Publications School Psychology Review (SPR) Volume 26 Issue 3 (1997) Demonstration as a Reading Instructio...
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Volume 26, Issue 3 (1997)

Demonstration as a Reading Instruction for Exceptional Learners: Beyond Acquisition

pp. 437—447

Abstract: We reviewed research on antecedent demonstration, modeling, or prompting interventions designed to increase reading accuracy, rates of accurate reading, and generalized reading performance in students with disabilities. Modeling has been shown to be an effective intervention for increasing reading accuracy. However, the research reviewed suggested that modeling or prompting may not be an effective intervention for occasioning generalized increases in reading fluency. The myth that neurological impress may increase the rate of reading is examined and rejected. Implications of these findings and recommendations for future research are provided.

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