EFFECTS OF RELAXATION TRAINING ON THE READING ACHIEVEMENT OF LEARNING DISABLED STUDENTS: A SERIES OF SINGLE‐SUBJECT AB STUDIES

Abstract

Excessive anxiety is a frequent correlate of reading and learning disabilities. Such lewis of anxiety can significantly impede learning. The positive effects of relaxation training on the oral reading performances of three of four learning disabled students are described. Given the research available it is suggested that teachers seriously consider incorporating relaxation training into the daily instructional program of disabled readers and evaluating the results in both the academic and affective domains. Relaxation training may be one avenue to increase the readiness of students for learning to read.