The Use of Contingent Skipping and Drilling to Improve Oral Reading and Comprehension

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Abstract
In this study three reading behaviors were measured for several days: oral correct and incorrect rates, and correct percentage for answering comprehension questions. Throughout a baseline, neither an instructional nor a reinforcement technique was scheduled. During the second condition of the study, contingent skipping and drilling were involved. If, during this phase, a pupil's oral reading rates and comprehension score exceeded criterion levels, he was allowed to skip several stories in his assigned reader. If, however, he did not skip for several consecutive days, drilling procedures were arranged. Following this intervention period, baseline conditions were reinstated. The data indicated that from first to second condition every student's reading improved in respect to correct rate and comprehension accuracy. When the intervention was removed, during the third phase, the performances of most students maintained. Subsequent studies were conducted in an effort to determine the effects of either component of the intervention, skipping or drilling. Only tentative remarks were made in this regard. Recommendations to teachers of reading are offered based on the results of this study.

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