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Evaluating Prescriptions For Disabled Readers

Evaluating Prescriptions For Disabled Readers EVALUATIN C PRESCRIPTIONS FOR DISABLED READERS Catherine Morsink Nanci Hill Carol Chase Thomas Karen Tarleton Remediating the academic difficulties of learning-disabled children involves establishing a hypothesis based on observations and data, writing a remedial prescription, and then evaluating this prescription through actual classroom use. (6. Bateman 1964). This article describes a technique for evaluating remedial pre- to the prescriptions of scriptions and illustrates its application two severely disabled readers in learning-disabled classes. The objective of the evaluation technique is to monitor and refine the prescription during classroom implementation. Contin- uous feedback on effectiveness in provided through the following observations : Observation 7: Criterion-referenced measures of each child’s progress in achievement of specific skills observation 2: Graphs of each child’s oral reading in differ- ent materials hypothesized for the prescription Observation 3: Teacher logs of relevant student reactions to the prescription’s components Catherine Morsink, EdD, is an assistant professor in the Department of Special Education, 224 Taylor Education Building, Lexington, Kentucky 40506. Nanci Hill, Carol Chase Thomas, and Karen Tarleton were student teachers in the Department of Special Education, University of Kentucky, at the time this article was written. MAR. 1978 433 Rationale for Methodology Criterion-referenced pretests and posttests documented http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Evaluating Prescriptions For Disabled Readers

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References (3)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127801300407
Publisher site
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Abstract

EVALUATIN C PRESCRIPTIONS FOR DISABLED READERS Catherine Morsink Nanci Hill Carol Chase Thomas Karen Tarleton Remediating the academic difficulties of learning-disabled children involves establishing a hypothesis based on observations and data, writing a remedial prescription, and then evaluating this prescription through actual classroom use. (6. Bateman 1964). This article describes a technique for evaluating remedial pre- to the prescriptions of scriptions and illustrates its application two severely disabled readers in learning-disabled classes. The objective of the evaluation technique is to monitor and refine the prescription during classroom implementation. Contin- uous feedback on effectiveness in provided through the following observations : Observation 7: Criterion-referenced measures of each child’s progress in achievement of specific skills observation 2: Graphs of each child’s oral reading in differ- ent materials hypothesized for the prescription Observation 3: Teacher logs of relevant student reactions to the prescription’s components Catherine Morsink, EdD, is an assistant professor in the Department of Special Education, 224 Taylor Education Building, Lexington, Kentucky 40506. Nanci Hill, Carol Chase Thomas, and Karen Tarleton were student teachers in the Department of Special Education, University of Kentucky, at the time this article was written. MAR. 1978 433 Rationale for Methodology Criterion-referenced pretests and posttests documented

Journal

Academic Therapy – SAGE

Published: Mar 1, 1978

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