Repeated Readings Effect On Fluency And Comprehension In Elementary Aged Disabled Students
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| Author | : Hali Koebe |
| Publisher | : |
| Total Pages | : 86 |
| Release | : 2017 |
| Genre | : Reading |
| ISBN | : |
Repeated reading is a well-established intervention. The focus questions in this article include: Does repeated reading increase fluency and comprehension in elementary students with learning disabilities? What instructional practices work best for repeated reading? What is the most motivational way to practice repeated reading with students? This article review and proposed study show evidence that repeated reading is an effective intervention for elementary students with a variety of disabilities. Disabilities looked in this article include: Learning disability, emotional and behavioral disability, Orthopedic Impairment; specifically cerebral palsy, and deafness. Fluency on repeated passages showed the most increase from this intervention, while fluency on novel passages also increased. Most studies showed modest gains in comprehension in both reread and novel passages.
| Author | : Patricia M. Moran |
| Publisher | : |
| Total Pages | : 180 |
| Release | : 2007 |
| Genre | : Learning disabled children |
| ISBN | : |
"Repeated reading is a popular instructional strategy designed to improve reading fluency and comprehension. This thesis examines the empirical evidence of the effectiveness of repeated reading with elementary age students with learning disabilities (LD) who fail to progress beyond the decoding stage of reading development. Literature reviewed includes current applications of repeated reading, such as assisted and unassisted repeated reading, repeated reading with peer tutors, in readers' theatre, in Read Naturally, as well as repeated reading in combination with other best practices in literacy instruction. Overall findings indicate that repeated reading does improve reading fluency and comprehension for many elementary-age students with learning disabilities. Limitations of the research, suggestions for future research, and practical application of repeated reading in the classroom are presented."--leaf 4.
| Author | : Timothy Rasinski |
| Publisher | : MDPI |
| Total Pages | : 146 |
| Release | : 2021-01-21 |
| Genre | : Social Science |
| ISBN | : 3039432680 |
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
| Author | : Jillian Faulhaber |
| Publisher | : |
| Total Pages | : 37 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
The purpose of this study was to determine if repeated readings with error correction would increase a child’s reading fluency and comprehension for middle school students with disabilities. Three middle school students with reading deficits participated in the study. This study used AB designs across three students. Results indicated that repeated readings with error correction increased the average correct words per minute for each student, decreased the average number of errors per minute for each student, and increased the average number of reading comprehension questions students answered correctly.
| Author | : H. Lee Swanson |
| Publisher | : Guilford Press |
| Total Pages | : 730 |
| Release | : 1999-04-23 |
| Genre | : Education |
| ISBN | : 9781572304499 |
The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.
| Author | : Catherine Sarah Barr |
| Publisher | : |
| Total Pages | : 90 |
| Release | : 2009 |
| Genre | : Learning disabled teenagers |
| ISBN | : |
| Author | : Michele Venable Lee |
| Publisher | : |
| Total Pages | : 61 |
| Release | : 2010 |
| Genre | : Educational technology |
| ISBN | : |
Research into high-frequency repeated reading and teacher modeling on students with learning disabilities to acquire reading fluency and comprehension.
| Author | : Amanda L. Yurick |
| Publisher | : |
| Total Pages | : 212 |
| Release | : 2003 |
| Genre | : |
| ISBN | : |
Abstract: This study examined the effects of repeated reading practice on oral reading fluency and comprehension skills of elementary-aged students. Eight fifth-grade students, determined to be reading below grade level, and recognized by the classroom teacher as needing additional reading instruction participated in the study. A multiple baseline across subjects experimental design was used, with an initial baseline period of ten sessions. Participants entered the intervention in pairs according to similar reading levels. During each repeated reading session student pairs orally read, alternating paragraphs, to one another for a practice period of ten minutes. Students used a specified correction procedure when miscues occurred during the practice period. Following practice, each student participated in a one-minute timed trial, which was scored by the researcher for number of words read per minute and number of miscues committed by the reader. A cloze procedure comprehension assessment was done when the student reached the fluency criterion (one hundred eighty words read per minute). The dependent variables in this study were number of words read in one minute, number of miscues committed, and number of comprehension questions answered correctly. Results indicate that students' oral reading fluency improved with practice, miscues decreased with practice, and comprehension skills significantly improved overall. No word recognition skill gains were observed.
| Author | : Alfred R. Binter |
| Publisher | : |
| Total Pages | : 554 |
| Release | : 1969 |
| Genre | : Education |
| ISBN | : |
| Author | : Katherine Marie Grashel |
| Publisher | : |
| Total Pages | : 48 |
| Release | : 2017 |
| Genre | : Children with disabilities |
| ISBN | : |
The purpose of this study was to examine the effects of duet reading, a reading fluency intervention, for increasing the reading fluency of three elementary school students with disabilities in a public elementary school. A pre-experimental A-B design replicated across three students was used to evaluate the effectiveness of the intervention. Each student worked one-on-one with the researcher. Dependent measures included words read correctly per minute on novel grade level passages from AIMSweb and words read per correctly per minute on practiced grade level passages from AIMSweb. In addition, after intervention, students were given grade level passages in science to assess for generalization and data were collected on words read correctly per minute. At the conclusion of intervention, participants (students and their classroom teacher) completed a questionnaire indicating their levels of satisfaction with the procedures and outcomes of the intervention. Results of the study indicated no functional relation between duet reading on reading fluency when reading novel reading passages but do indicate a functional relation between duet reading and reading fluency on repeated readings.
