The Relative Effects of Word-Analysis and Word-Supply Correction Procedures with Poor Readers during Word-Attack Training

TWO PROCEDURES for correcting oral reading errors during training in word-attack strategies in a naturalistic setting were examined. Fifty-eight middle school students served as subjects in the experiment; the students had been identified as either learning disabled or educationally handicapped. Treatment lasted for four months. With this highly synthetic phonics approach, all students received approximately 20 minutes of phonics instruction each day. After 70 lessons, treatment effects were assessed on both normreferenced (WRAT, Gray) and criterion-referenced measures. Results indicated no significant differences in oral reading accuracy between students taught using the word-analysis correction procedure and the word-supply correction procedure. Students gained more than the norming samples on both the WRAT and the Gray. Results are discussed in terms of their implications for poor readers in structured decoding programs, the advantages of this type of program specific context for research, and appropriate utilization of word-analysis and word-supply techniques.