The effects of teacher versus computer reading models

The effects of three conditions on the reading rate and accuracy of four st udents identified with emotional or behavioral disorders were compared usin g an alternating treatments design. The conditions were (a) no model, (b) a reading model presented by the teacher, and (c) a reading model presented by a digital-electronic computer voice. Analyses indicated that the teacher model resulted in the greatest number of words read correctly per minute a nd the greatest percentage of words read correctly. The computer reading mo del resulted in a greater number of words read correctly per minute and a g reater percentage of words read correctly than the no model condition. The results are discussed in terms of strategies teachers can use to enhance ac ademic achievement of students with emotional or behavioral disorders.