The effects of instructional match and content overlap on generalized reading performance

Journal of Applied Behavior Analysis
Edward J DalyD R Massie

Abstract

This study examined the effects of instructional match and content overlap on students' ability to generalize from passage reading instruction. Four students with mild disabilities served as participants. Using a multielement design, students were instructed with passages at two levels of text difficulty (instructionally matched vs. instructionally mismatched), and generalization was assessed with passages at two levels of similarity to those instructed (low vs. high content overlap). Results indicated that students' oral reading accuracy and fluency showed the greatest degree of generalization when instructional materials were matched to the students' skill level and assessment materials were similar to those used during instruction. Moreover, these results were maintained at 1-month follow-up. The implications of these findings for classroom reading instruction and the assessment of students' reading skills are discussed.

References

Dec 1, 1991·Exceptional Children·L S Fuchs, S L Deno
Nov 1, 1985·Exceptional Children·E E Gickling, V P Thompson
Jul 1, 1977·Journal of Applied Behavior Analysis·T F Stokes, D M Baer

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Citations

Jan 6, 2012·Journal of Applied Behavior Analysis·Sara KupzykMelissa N Andersen
May 25, 2004·Journal of Applied Behavior Analysis·Dorothea C LermanStephanie A Kuhn
May 13, 2008·Journal of Applied Behavior Analysis·Derek D Reed, Brian K Martens
Jun 2, 2009·Journal of School Psychology·Anna-Lind PetursdottirHaley Scharf

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