THE EFFECTS OF USING READING RACETRACKS COMBINED WITH DIRECT INSTRUCTION PRECISION TEACHING AND A TOKEN ECONOMY TO IMPROVE THE READING PERFORMANCE FOR A 12-YEAR-OLD STUDENT WITH LEARNING DISABILITIES

We used “reading racetrack,” a token economy procedure combined with direct instruction, and precision teaching techniques to increase the accuracy and fluency of a sixth-grade student with learning disabilities. Our participant was reading at the second grade level. After baseline, he was taught to read Grade Two Priority Words in Isolation using flashcards, a token program, and model, lead, and test error correction. The participant improved his accuracy and fluency in reading sight words. Pairing the token economy with a baseline phase indicated the reading racetrack and precision teaching procedures were responsible for his increased performance. These differences were statistically significant. The effective use of reading racetracks provides an additional replication of the reading racetracks procedure. The applicability of employing reading racetracks as a practice procedure and consequences for students with academic deficits was discussed.