The Effects of Peer Tutors Using the Neurological Impress Method with Seven Students With Learning Disabilities

Abstract

Empirical and clinical evidence supports the relationship of fluent oral reading, or smooth expressive use of language, with good overall reading ability. The purpose of this study is to determine whether the neurological impress method (NIM) of reading, in which student and teacher read aloud simultaneously at a rapid rate, can improve fluency, word accuracy, and comprehension in learning disabled students. The author paired seven sixth grade students with reading difficulties with tutors from the seventh and eighth grades, who practiced reading passages using the NIM method over 33 sessions. Pre-study and post-study tests were compared to measure developments in fluency. The author found that there was a significant increase in reading fluency, a significant decrease in word errors, and no significant increase in reading comprehension when using NIM. The author also noted an increase in confidence by subjects, who were more willing to read aloud in class. It is recommended that teachers consider using tutor-based NIM sessions in conjunction with regular class time to improve fluency, which can then act as a baseline for improvements in comprehension.