Improving Reading Comprehension and Oral Reading

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Abstract
Daily measures of reading comprehension were obtained for three boys in two settings — their regular classrooms and a special remedial setting. In the latter setting, measures of oral reading rate were also obtained. Reinforcement interventions were scheduled in each setting separately, first for comprehension improvements and later for reading rate increases. Generalization of treatment effects from the special to the regular classroom setting were investigated as well as generalization of effects over time. In addition, the effects on oral reading of improvements in comprehension and the effects on comprehension of oral reading increases were studied. In each setting contingent reinforcement of comprehension produced comprehension improvements, but there appeared to be little generalization across settings. Generalization of comprehension across time was observed. Comprehension improvements and oral reading improvements seemed to have little effect on each other, although each performance was affected by direct intervention.