The Efficacy of Neurological Impress Method and Repeated Reading on Reading Fluency of Children with Learning Disabilities in Oyo State, Nigeria
The purpose of this study was to find out the
effectiveness of neurological impress method and repeated reading
technique on reading fluency of children with learning disabilities.
Thirty primary four pupils in three public primary schools
participated in the study. There were two experimental groups and a
control. This research employed a 3 by 2 factorial matrix and the
participants were taught for one session. Two hypotheses were
formulated to guide the research. T-test was used to analyse the data
gathered, and data analysis revealed that pupils exposed to the two
treatment strategies had improvement in their reading fluency. It was
recommended that the two strategies used in the study can be used to
intervene in reading fluency problems in children with learning
disabilities.
[1] Langenberg, (2000) Report of the National Reading Panel: Teaching
children to read (Reports of the sub groups): Washington, D.C National
Institute of Child Health and Human Development.
[2] Wise, B.W, & Snyder,L (2007). Clinical judgements in identifying and
teaching children with language based reading difficulties. USA:
National Research Centre on Learning Disabilities.
[3] Omotoso, J.A (2001). Learning disability problems prevalent among
elementary school age children in Ilorin metropolis: Implications for
special education and counselling. Ife Psychological 9: 128 - 133
[4] National Association of School Psychologists: (2007). Identification of
students with specific learning disabilities (Position Statement)
Bethesda, M.D: Author
[5] National Reading Panel: (2002). Teaching children to read: An evidence
based assessment of the scientific research literature on reading and its
implication for reading instruction. Washington. D.C: National Institute
of Child Health and Human Development.
[6] Oakley, G (2003). Improving oral reading fluency and comprehension
through the creation of talking books: Reading Online 6 (7)
[7] Ming, K & Dukes, C (2008) Fluency: A necessary ingredient in
comprehensive reading instruction in inclusive classroom. Teaching
Exceptional Children Plus 4 (4) 1 - 14
[8] Benson, N (2008). Cattell - horn - carroll - cognitive abilities and
reading achievement. Journal of Psychological-educational Assessment
26 (1) 27 - 41
[9] Flood,J,Lapp,D,& Fisher,D. (2005). Neurological impress method plus.
Reading Psychology: An International Quarterly 26 (2) 147 - 160
[10] Klauda, S.L & Gutherie J.T. (2008). Relationships of three components
of reading fluency to reading comprehension: Journal of Educational
Psychology 100 (2) 310 - 321
[11] Young, C (2011). Reading fluency and implicit comprehension:
Implications for research and instruction.
http://www.thebestclass.org/index.html.retrived Oct. 2012
[12] Chard, D. J Vaughan, S & Tyler, B.J. (2002) A synthesis of research on
effective interventions for building reading fluency with elementary
students with learning disabilities: Journal of Learning Disabilities; 35
(5) 386 - 406.
[13] Roberts, G, Torgesen, J.K, Boardman, A & Scammacca N. (2008).
Evidence based strategies for reading instruction of older students with
learning disabilities: Learning Disabilities Research and Practice 23 (2)
63 - 69
[14] Spear-Swerling, L. (2006). Preventing and remediating difficulties with
reading fluency: LD Online. Accessed October 1 2012 at
http://www.idonline.org.spearswerling/8811
[15] Chrisman, T.A (2005). The effects of repeated reading and types of test
on oral reading fluency: Ph.d Dissertation University of Pittsburgh.
[16] Kuhn, M.R & Stahl, S.A. (2003). Fluency a review of developmental
and remedial practices: Journal of Educational Psychology 95 (1) 3 - 21
[17] Wolf, M. & Katzir-Cohen, T. (2001). Reading fluency and its
intervention; Scientific Studies of Reading 5 211 - 238
[18] Therrein, W.J (2004). Fluency and comprehension goals as a result of
repeated reading: A Meta - analysis: Remedial and Special Education 25
(4) 252 - 261
[19] Nelson, J.S., Alber, S.R. & Gordy, A. (2004) The effects of error
correction and repeated reading on the reading achievement of students
with learning disabilities;. Education and Treatment of Children; 27, 186
- 198
[20] Chalfouleas, S.M., Martens, B.K., Dobson, R.L, Weinstein, K.S.&
Gardner, K.B (2004). Fluent Reading as the Improvement of Stimulus
Control: Additive Effects of Performance Based Interventions to
Repeated Reading on Students Reading and Error Rates. Journal of
Behavioural Education; 13; 67 - 81
[21] Alber, S.R. Ramp, E, Martin, C. M & Anderson, L. (2005). The effects
of repeated readings and prediction on the reading performance of
students with EBD; Thirty first annual convention of the association for
behaviour analysis; Chicago: IL.
[22] Feazell, V (2004). Reading accelerated programme: A school wide
intervention. International Reading Association 58 (1) 66 - 72
[23] Heckleman, R. G. (1986). N.I.M revisited: An update on the
neurological impress method and the presenting technique Academic
Therapy 21, 411 - 421
[24] Barden, O (2009). From acting reading to reading for acting: A case
study of the transformational power of reading. Journal of Adolescence
and Adult Literacy, 53 (4) 293 - 302
[25] Learning Disabilities Association of America (1998) Reading methods
and learning disabilities Pittsburgh: LDA New briefs March/ April 38
No 4
[26] Therrien, W.J. & Kubina, R.M. (2006). Developing reading fluency with
repeated reading: Intervention in School and Clinic 41 (3) 156 - 160
[27] Hasbrouck, J & Tindal, G. A. (2006) Oral Reading Fluency Norms: A
Valuable Assessment Tool for Reading Teacher. The Reading Teacher;
59(7) 636 - 644.
[1] Langenberg, (2000) Report of the National Reading Panel: Teaching
children to read (Reports of the sub groups): Washington, D.C National
Institute of Child Health and Human Development.
[2] Wise, B.W, & Snyder,L (2007). Clinical judgements in identifying and
teaching children with language based reading difficulties. USA:
National Research Centre on Learning Disabilities.
[3] Omotoso, J.A (2001). Learning disability problems prevalent among
elementary school age children in Ilorin metropolis: Implications for
special education and counselling. Ife Psychological 9: 128 - 133
[4] National Association of School Psychologists: (2007). Identification of
students with specific learning disabilities (Position Statement)
Bethesda, M.D: Author
[5] National Reading Panel: (2002). Teaching children to read: An evidence
based assessment of the scientific research literature on reading and its
implication for reading instruction. Washington. D.C: National Institute
of Child Health and Human Development.
[6] Oakley, G (2003). Improving oral reading fluency and comprehension
through the creation of talking books: Reading Online 6 (7)
[7] Ming, K & Dukes, C (2008) Fluency: A necessary ingredient in
comprehensive reading instruction in inclusive classroom. Teaching
Exceptional Children Plus 4 (4) 1 - 14
[8] Benson, N (2008). Cattell - horn - carroll - cognitive abilities and
reading achievement. Journal of Psychological-educational Assessment
26 (1) 27 - 41
[9] Flood,J,Lapp,D,& Fisher,D. (2005). Neurological impress method plus.
Reading Psychology: An International Quarterly 26 (2) 147 - 160
[10] Klauda, S.L & Gutherie J.T. (2008). Relationships of three components
of reading fluency to reading comprehension: Journal of Educational
Psychology 100 (2) 310 - 321
[11] Young, C (2011). Reading fluency and implicit comprehension:
Implications for research and instruction.
http://www.thebestclass.org/index.html.retrived Oct. 2012
[12] Chard, D. J Vaughan, S & Tyler, B.J. (2002) A synthesis of research on
effective interventions for building reading fluency with elementary
students with learning disabilities: Journal of Learning Disabilities; 35
(5) 386 - 406.
[13] Roberts, G, Torgesen, J.K, Boardman, A & Scammacca N. (2008).
Evidence based strategies for reading instruction of older students with
learning disabilities: Learning Disabilities Research and Practice 23 (2)
63 - 69
[14] Spear-Swerling, L. (2006). Preventing and remediating difficulties with
reading fluency: LD Online. Accessed October 1 2012 at
http://www.idonline.org.spearswerling/8811
[15] Chrisman, T.A (2005). The effects of repeated reading and types of test
on oral reading fluency: Ph.d Dissertation University of Pittsburgh.
[16] Kuhn, M.R & Stahl, S.A. (2003). Fluency a review of developmental
and remedial practices: Journal of Educational Psychology 95 (1) 3 - 21
[17] Wolf, M. & Katzir-Cohen, T. (2001). Reading fluency and its
intervention; Scientific Studies of Reading 5 211 - 238
[18] Therrein, W.J (2004). Fluency and comprehension goals as a result of
repeated reading: A Meta - analysis: Remedial and Special Education 25
(4) 252 - 261
[19] Nelson, J.S., Alber, S.R. & Gordy, A. (2004) The effects of error
correction and repeated reading on the reading achievement of students
with learning disabilities;. Education and Treatment of Children; 27, 186
- 198
[20] Chalfouleas, S.M., Martens, B.K., Dobson, R.L, Weinstein, K.S.&
Gardner, K.B (2004). Fluent Reading as the Improvement of Stimulus
Control: Additive Effects of Performance Based Interventions to
Repeated Reading on Students Reading and Error Rates. Journal of
Behavioural Education; 13; 67 - 81
[21] Alber, S.R. Ramp, E, Martin, C. M & Anderson, L. (2005). The effects
of repeated readings and prediction on the reading performance of
students with EBD; Thirty first annual convention of the association for
behaviour analysis; Chicago: IL.
[22] Feazell, V (2004). Reading accelerated programme: A school wide
intervention. International Reading Association 58 (1) 66 - 72
[23] Heckleman, R. G. (1986). N.I.M revisited: An update on the
neurological impress method and the presenting technique Academic
Therapy 21, 411 - 421
[24] Barden, O (2009). From acting reading to reading for acting: A case
study of the transformational power of reading. Journal of Adolescence
and Adult Literacy, 53 (4) 293 - 302
[25] Learning Disabilities Association of America (1998) Reading methods
and learning disabilities Pittsburgh: LDA New briefs March/ April 38
No 4
[26] Therrien, W.J. & Kubina, R.M. (2006). Developing reading fluency with
repeated reading: Intervention in School and Clinic 41 (3) 156 - 160
[27] Hasbrouck, J & Tindal, G. A. (2006) Oral Reading Fluency Norms: A
Valuable Assessment Tool for Reading Teacher. The Reading Teacher;
59(7) 636 - 644.
@article{"International Journal of Business, Human and Social Sciences:62630", author = "A. O. Oladele", title = "The Efficacy of Neurological Impress Method and Repeated Reading on Reading Fluency of Children with Learning Disabilities in Oyo State, Nigeria", abstract = "The purpose of this study was to find out the
effectiveness of neurological impress method and repeated reading
technique on reading fluency of children with learning disabilities.
Thirty primary four pupils in three public primary schools
participated in the study. There were two experimental groups and a
control. This research employed a 3 by 2 factorial matrix and the
participants were taught for one session. Two hypotheses were
formulated to guide the research. T-test was used to analyse the data
gathered, and data analysis revealed that pupils exposed to the two
treatment strategies had improvement in their reading fluency. It was
recommended that the two strategies used in the study can be used to
intervene in reading fluency problems in children with learning
disabilities.", keywords = "Learning disabilities, neurological impress method,
repeated reading, reading fluency.", volume = "7", number = "1", pages = "217-4", }