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Abstract
The purpose of this study was to evaluate the teaching effectiveness of the Trimodal Programmed Instruction in Reading with those inefficient learners who were making limited or no progress in their elementary school reading programs despite other remedial procedures. Based on their performance on a criterion pretest, nine second, third, and fouth graders were assigned to either a full remedial program, consisting of 25 lessons or to a partial program consisting of between 14 and 17 programs. Each child interacted at the Teledesk (the main piece of equipment) on a daily basis, for approximately 15 minutes; one program per day was permitted. The Trimodal Reading Instruction approach employs a programmed technique using the whole word method of reading instruction. Word recognition and comprehension skills are fostered by having the pupil actively construct sentences by placing plaques associated with whole words on an interface. A policy of limited supervision and limited directive guidance was employed. Results indicated that subjects in both full and partial programs dramatically improved on word recognition and comprehension tasks, when post‐tested.