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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
An Examination of Treatment Intensity with an Oral Reading Fluency Intervention: Do Intervention Duration and Student-Teacher Instructional Ratios Impact Intervention Effectiveness?
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Ross, Sarah G.; Begeny, John C. – Journal of Behavioral Education, 2014
With an increasing percentage of schools moving toward approaches to data-based instructional problem-solving and early remediation of learning difficulties, the development and execution of intervention plans often warrants the pragmatic question: How intensive should an intervention be so that it is effective, while also feasible and time…
Descriptors: Intervention, Reading Fluency, Reading Instruction, Teacher Student Ratio
Effects of the Helping Early Literacy with Practice Strategies (HELPS) Reading Fluency Program with Latino English Language Learners: A Preliminary Evaluation
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Begeny, John C.; Ross, Sarah G.; Greene, Diana J.; Mitchell, Rachel C.; Whitehouse, Mary H. – Journal of Behavioral Education, 2012
The Helping Early Literacy with Practice Strategies (HELPS) Program was developed by integrating 8 evidence-based fluency-building instructional strategies into a structured program that can be feasibly implemented by educators. The HELPS Program has been shown in previous research to significantly improve elementary-aged students' reading…
Descriptors: Evidence, Educational Strategies, Control Groups, Reading Fluency
Effects of Small-Group and One-on-One Reading Fluency Interventions with Second Grade, Low-Performing Spanish Readers
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Begeny, John C.; Yeager, Abigail; Martinez, Rebecca S. – Journal of Behavioral Education, 2012
This study compared children's Spanish reading performance across 2 reading intervention conditions: small group versus individual (teacher-student). Six second-grade Costa Rican students with low Spanish reading ability participated in the study. An alternating-treatments design was used to compare the relative effectiveness of the 2…
Descriptors: Intervention, Reading Fluency, Reading Improvement, Program Effectiveness
Increasing Elementary-Aged Students' Reading Fluency with Small-Group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies
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Begeny, John C.; Krouse, Hailey E.; Ross, Sarah G.; Mitchell, R. Courtney – Journal of Behavioral Education, 2009
Although reading fluency is one of the five essential early-reading skills students must develop, many elementary-aged students in the United States do not read age-appropriate material fluently. As such, small-group interventions are practical and often more time efficient than individualized interventions aimed to address this problem. However,…
Descriptors: Intervention, Reading Fluency, Reading Skills, Elementary School Students
Effects of a Fluency-Building Program on the Reading Performance of Low-Achieving Second and Third Grade Students
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Martens, Brian K.; Eckert, Tanya L.; Begeny, John C.; Lewandowski, Lawrence J.; DiGennaro, Florence D.; Montarello, Staci A.; Arbolino, Lauren A.; Reed, Derek D.; Fiese, Barbara H. – Journal of Behavioral Education, 2007
This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design, whereas immediate and two-day retention gains in oral reading fluency on trained passages were…
Descriptors: Grade 3, Reading Programs, Reading Fluency, Reading Achievement
Improving Oral Reading Fluency through Response Opportunities: A Comparison of Phrase Drill Error Correction with Repeated Readings
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Begeny, John C.; Daly, Edward J., III; Valleley, Rachel J. – Journal of Behavioral Education, 2006
The purpose of this study was to compare two oral reading fluency treatments (repeated readings and phrase drill error correction) which differ in the way they prompt student responding. Repeated readings (RR) and phrase drill (PD) error correction were alternated with a baseline and a reward condition within an alternating treatments design with…
Descriptors: Reading Fluency, Oral Reading, Comparative Analysis, Error Correction