Document Type

Thesis

Date of Degree Completion

Summer 1986

Degree Name

Master of Education (MEd)

Department

Education

Committee Chair

Doris E. Jakubek

Second Committee Member

Joe Schomer

Third Committee Member

Arne E. Sippola

Abstract

The purpose of this study was to test the effect of silent pre-reading on the number of oral reading errors a student makes on an IRI. Twenty children read passages silently and then orally read passages without pre-reading. The results supported the null hypothesis that there would be no statistically significant difference on oral reading performances for disabled second and fourth graders. Implications for diagnosis and instruction are discussed.

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