This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Rankhorn, B. Articles by Algozzine, B. Search for Related Content PubMed PubMed Citation Articles by Rankhorn, B. Articles by Algozzine, B. Pubmed/NCBI databases Medline Plus Health Information Learning Disorders Social Bookmarking                         What's this?

Effects of the failure free Reading Program on Students with Severe Reading Disabilities

Barney Rankhorn, PhD, is an assistant professor of special education at the University of Texas at Tyler. He previously served as educational diagnostician and special education program coordinator for Klein Independent School District, Harris County, Texas. Address: Barney Rankhorn, Dept. of Special Services, University of Texas at Tyler, 3900 University Blvd., Tyler, TX 75799.

Grace England

Grace England, PhD, is an administrator of special education and related services in Klein Independent School District in Harris County, Texas. She holds an adjunct faculty position at the University of St. Thomas in Houston, Texas.

Sara M. Collins

Sara M. Collins, MEd, works for Klein Independent School District as a special education supervisor for Read-On Labs.

Joseph F. Lockavitch

Joseph F. Lockavitch, EdD, is a former classroom teacher, school psychologist, university professor, and special education director. He has spent the past 25 years training teachers, parents, and administrators across the nation on how to meet the unique problems of students with severe reading difficulties.

Bob Algozzine

Bob Algozzine, PhD, is a professor in the Department of Educational Administration, Research, and Technology at the University of North Carolina, Charlotte. His current research interests include effective teaching in special and general education classrooms and improving schoolwide discipline to reduce social and emotional behavior problems.

Reading problems are among the most prevalent concerns for those who teach students with learning disabilities. In the present research, 39 students with severe reading problems were taught word recognition and comprehension skills using the failure free Reading Program. The intervention is based on principles identified in research on successful reading programs. Key steps in the program included (a) previewing the story, (b) listening to the story being read, (c) presenting content from the story, (d) reading the story, and (e) reviewing the story. Improved performance in letter-word identification, word attack, comprehension, and dictation was evident after intensive intervention. Discrepancies between intellectual ability and reading achievement decreased in more than half of the students. The failure free Reading Program seems to hold promise for improving reading in students with learning disabilities.

Journal of Learning Disabilities, Vol. 31, No. 3, 307-312 (1998)
DOI: 10.1177/002221949803100311


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?