USE OF ASSISTED READING TO INCREASE CORRECT READING RATES AND DECREASE ERROR RATES OF STUDENTS WITH LEARNING DISABILITIES

Abstract

The effects of assisted reading on 3 elementary students with learning disabilities were evaluated using a multiple baseline design. Data were collected from the students' oral reading from their basal texts. The results indicated an increase in number of words read correctly as well as a decrease in the number of words read incorrectly when assisted reading was used in the classroom.