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The Learning Conference 2003

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Presentation Details


Precision Reading: Significant Literacy Gains in Students with Extreme Academic Deficits, Cognitive Impairments, and Severe Social, Emotional, and Psychiatric Problems

Donald Richard Freeze.

The use of Precision Reading (PR) is described with seven students, aged 8 to 13 years, with extreme academic deficits, cognitive impairments, and severe social, emotional, and
psychiatric problems. Despite their ages and previous remedial efforts, the students' pre-intervention reading skills were at the primer, pre-primer, and non-reader levels. PR core and support strategies were implemented fifteen minutes daily for a period of 30 weeks. On average, the students gained 1.5 grade levels in word recognition, 1.1 grade levels in reading fluency, and 1 grade level in passage comprehension. The students increased their average reading speed from 27 to 39 words per minutes and reduced their error rate from 16% to 8% on comparable passages. All students said they enjoyed PR instruction. PR appears to be an inexpensive, efficient, practical, and engaging strategy for remedial reading instruction with challenging students in inclusive classrooms.


Donald Richard Freeze  (Canada)
Faculty of Education
University of Manitoba

  • Precision Reading

(30 min Conference Paper, English)