Demonstration as a Reading Intervention for Exceptional Learners

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.

Additional information

Notes on contributors

Christopher H. Skinner

Christopher H. Skinner, PhD, is a Professor and Coordinator of School Psychology Programs at Mississippi State University. His research interests include direct assessment, remediation, and prevention of academic and social/behavior problems in children.

Pat Logan

Pat Logan is a PhD student in School Psychology at Mississippi State University. Her research interests include applying behavioral procedure and principles to education settings to improve students' academic and social behaviors.

Sheri L. Robinson

Sheri L. Robinson is a PhD student in School Psychology at Mississippi State University. Her research interests include prevention and intervention of childhood behavioral, social, and academic problems.

Daniel H. Robinson

Daniel H. Robinson, PhD, is Associate Professor of Educational Psychology at Mississippi State University. His research interests include applied educational psychology, study strategies, effective note taking, and organizing information from text.