The Effects of Using the Modified Neurological Impress Method to Improve the Fluency of Second and Third-grade Low Achieving Readers

Abstract

The purpose of this study was to examine the effects of using the modified neurological impress method to improve the reading fluency of five low achieving second and third grade students. All of the subjects attended a rural public elementary school in western New York. Students in the study received remedial reading support in addition to the modified NIM sessions. The study was conducted over an eight-week period. The researcher trained four parent volunteers and a classroom monitor to implement the modified NIM and recording procedures. Parent volunteers met with students four times a week for approximately 10 to 15 minutes. Baseline measurements of reading rate and word accuracy were compared with post intervention measurements to determine if any changes occurred. Of the five subjects in this study, all showed gains in their reading rate, with an average gain of 36%, or 24 words per minute. The students' average gain in word accuracy was 4%. Anecdotal evidence revealed positive changes in all of the participants' confidence and motivation toward reading during the sessions.