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Peer reviewed Peer reviewed
ERIC Number: EJ616095
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0033-3085
Measuring and Increasing Silent Reading Comprehension Rates: Empirically Validating a Repeated Readings Intervention.
Freeland, Jennifer T.; Skinner, Christopher H.; Jackson, Bertha; McDaniel, C. Elizabeth; Smith, Stephanie
Psychology in the Schools, v37 n5 p415-29 Sep 2000
Uses multi-element design to compare effects of reading intervention with a control condition across three secondary students diagnosed with special learning disabilities in reading. Results showed that repeated readings increased factual comprehension levels and factual reading comprehension rates. No differences were found across conditions on inferential comprehension levels or rates. (Author/JDM)
Descriptors: Intervention, Learning Disabilities, Reading Comprehension, Reading Improvement, Secondary Education, Secondary School Students
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Issue: "Empirically Validated Interventions in School Psychology." For related articles, see CG 556 069-075.