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  • Title: Differential effects of oral reading to improve comprehension with severe learning disabled and educable mentally handicapped students.
    Author: Chang SQ, Williams RL, McLaughlin TF.
    Journal: Adolescence; 1983; 18(71):619-26. PubMed ID: 6650272.
    Abstract:
    The purpose of this study was to evaluate the effectiveness of oral reading as a teaching technique for improving reading comprehension of 11 Educable Mentally Handicapped or Severe Learning Disabled adolescents. Students were tested on their ability to answer comprehension questions from a short factual article. Comprehension improved following the oral reading for students with a reading grade equivalent of less than 5.5 (measured from the Wide Range Achievement Test) but not for those students having a grade equivalent of greater than 5.5. This association was statistically significant (p = less than .01). Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability.
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