Self-Recording Reading Behaviors
(Swanson, 1981)
Background and Research Question
Lee Swanson conducted three experiments to investigate the effects of self-recording, tokens, and contingent free time on reading comprehension in students with learning disabilities. In the first experiment, Dr. Swanson found that self-recording and token reinforcement decreased the percentage of oral reading errors but did not effect comprehension scores. In the second experiment, Dr. Swanson found that contingent free time and self-recording increased silent independent reading rate but produced only slight increases on comprehension scores. In the third experiment, Dr. Swanson found that use of contingent free time and self-recording increased comprehension scores.
Translating Research Into Practice
1. Prepare passage reading tests.
2. Have students read the passages. For each word mispronounced, substituted, omitted, or hesitated on for five seconds, instruct children to place their finger over the unknown word, covering all letters except the initial sound. Ask students to pronounce the sound of the first letter then move their finger to the right to reveal the remaining letter(s) sounds, then pronounce the word. If the student is unable to provide the word within two seconds, provide the word.
3. Have students record the numbers of omissions, substitutions, and insertion errors. Tell students that they will receive tokens for (1) correctly recording oral reading errors for each sentence read, (2) correcting own reading errors (five seconds were allowed) before you initiate sound blending procedures, and (3) performing at or below the criterion you establish. In the Swanson study, tokens could be redeemed by the student for minutes in free time, allowing the child to engage in activities, or be redeemed for pennies.
4. After every sentence, ask the child to tally the number of reading errors for that sentence.
5. Ask literal and inferential questions after the student completes reading the passage. Count as correct only verbatim or approximate synonym answers. Students write their answers to questions asked by the teacher.
6. Students score their own work to see how many questions they answered correctly. For each question answered correctly, the student receives a token for 1/2 minute of free-time activity.
Source
Swanson, L. (1981). Modifications of comprehension deficits in learning disabled children. Learning Disability Quarterly, 4, 189–202.