The effects of instructional match and content overlap on generalized reading performance

Edward J. Daly, Brian K. Martens, Anna Kilmer, Doreen R. Massie

Research output: Contribution to journalArticle

43 Scopus citations

Abstract

This study examined the effects of instructional match and content overlap on students' ability to generalize from passage reading instruction. Four students with mild disabilities served as participants. Using a multielement design, students were instructed with passages at two levels of text difficulty (instructionally matched vs. instructionally mismatched), and generalization was assessed with passages at two levels of similarity to those instructed (low vs. high content overlap). Results indicated that students' oral reading accuracy and fluency showed the greatest degree of generalization when instructional materials were matched to the students' skill level and assessment materials were similar to those used during instruction. Moreover, these results were maintained at 1-month follow-up. The implications of these findings for classroom reading instruction and the assessment of students' reading skills are discussed.

Original languageEnglish (US)
Pages (from-to)507-518
Number of pages12
JournalJournal of Applied Behavior Analysis
Volume29
Issue number4
DOIs
StatePublished - Jan 1 1996

Keywords

  • Content overlap
  • Generalization
  • Instructional match
  • Passage reading

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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