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EJ972256 - Initial and Over-Time Effects of Fluency Interventions for Students with or at Risk for Disabilities

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ERIC #:	EJ972256
Title:	Initial and Over-Time Effects of Fluency Interventions for Students with or at Risk for Disabilities
Authors:	Morgan, Paul L.; Sideridis, Georgios; Hua, Youjia
Descriptors:	Reading Fluency; Visual Impairments; Learning Disabilities; Behavior Disorders; Goal Orientation; Autism; Reading Difficulties; Meta Analysis; Outcomes of Treatment; Models; At Risk Students; Elementary School Students; Secondary School Students; Special Education; Reinforcement; Phonology; Pronunciation; Tutoring; Word Recognition; Statistical Significance; Mild Mental Retardation; Gender Differences; Racial Differences; Placement; Statistical Analysis
Source:	Journal of Special Education, v46 n2 p94-116 Aug 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-08-00
Pages:	23
Pub Types:	Journal Articles; Reports - Research
Abstract:	The authors sought to (a) identify interventions that immediately increased the oral reading fluency of students with or at risk for disabilities, (b) estimate to what extent these gains maintained over time, and (c) evaluate whether particular characteristics of students (e.g., gender, disability status) predicted their response to fluency interventions. We used multilevel modeling to meta-analyze results from 44 single-participant studies involving 290 students. Results indicated that goal setting immediately increased fluency, and this gain continued over time. Word-level training was largely ineffective. Students with some types of disabilities (i.e., those with behavioral disorders or autism) responded significantly less well to interventions targeting fluency than did students with other types of disabilities (i.e., those with learning disabilities or visual impairments) and so may require more intensive and individualized fluency interventions. (Contains 3 figures, 2 tables, and 2 notes.)
Abstractor:	As Provided
Reference Count:	122

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0022-4669
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.1177/0022466910398016

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