A Component Analysis of Assisted Reading with a Third Grade Student with a Reading Deficit in a Psychiatric Hospital Setting

The purpose of the research was to carry out a component analysis of assisted reading. A third grade student with a reading deficit who was attending an impatient psychiatric classroom setting was the participant. Data were collected from the student's oral reading. The measures gathered were percent correct, errors per minute, and the percent of comprehension questions correctly answered from the passages from the classroom reading text. The component analysis of assisted reading was evaluated in an ABCBDBEB single case design. The results indicated improvements in number of words read correctly, decreases as well as in comprehension when the total components of assisted reading were employed. Errors were low but increased when the various components of assisted reading were removed. The results of the component analysis, indicated that for this child, the auditory and repeated readings components were essential for comprehension as well as improvements in correct oral reading and reductions in errors. When the researchers removed the visual module, the results in comprehension were only slightly affected. The strengths and weaknesses in the present analysis are listed. The practicality of the procedures for use in the classroom and areas of future research are discussed.