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Descriptors:
Intervention; Reading Fluency; Grade 6; Grade 5; Reading Difficulties; Reading Instruction; Reading Comprehension; Comparative Analysis; Instructional Effectiveness; Teaching Methods

Abstract:
Although several different types of reading interventions have the potential to produce improved fluency for struggling readers, few studies have directly compared the relative effects of various approaches. The purpose of this study was twofold: (1) to determine the relative effects of word-oriented, fluency-oriented, comprehension-oriented, and multi-component interventions on the reading fluency performance of fifth and sixth grade struggling readers; and (2) to examine the concomitant effects of each intervention approach on comprehension. A within participant design, where all 29 participants received all interventions, was used. Outcomes were measured using instructional and transfer materials. The results provide support for a fluency-oriented and multi-component approach, and are discussed in regards to conceptual and practical implications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Needs; Reading Fluency; Hypothesis Testing; Grade 3; Grade 2; Intervention; Incentives; Error Correction; Reading Improvement; Evaluation Methods

Abstract:
Brief experimental analyses (BEA) have been used to identify effective individualized interventions for improving reading fluency with school-age children. Interventions involving incentives, modeling, repeated reading, and error correction are most often tested in a BEA. However, these interventions are rarely modified according to individual student needs. The current study examined the effects of varied levels of modeling (passage, sentence, word) and varied contingencies (tracking and fluency) on fluency in non-treated high-word overlap passages and general outcome measure passages. BEA-identified interventions were effective for improving reading fluency on non-treated passages for both second grade students and the third grade student. Notably, the effects reversed when intervention was withdrawn with one of the second grade students. Results are discussed in terms of considerations in the application of BEA technology in the schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Reading Fluency; Outcomes of Treatment; Effect Size; Meta Analysis; Reading Instruction; Reading Research; Journal Articles; Research Needs

Abstract:
The current study applied meta-analytic procedures to brief experimental analysis research of reading fluency interventions to better inform practice and suggest areas for future research. Thirteen studies were examined to determine what magnitude of effect was needed to identify an intervention as the most effective within a brief experimental analysis; what interventions led to the largest mean effect within brief experimental analysis; and whether effects were moderated by reading passage type. The mean no-assumptions effect size for the intervention identified as the most effective by a brief experimental analysis was 2.87 (SD 2.68) with 81.83% (SD 31.27%) mean percentage of non-overlapping data. Moreover, the average increase in words read correctly per minute was 30.19 (SD 18.00). Mean percentage of non-overlapping data was computed for 18 interventions and ranged from 24.75% to 100%. Finally, instructional-level passages led to larger average effects, but high-content overlap passages resulted in less variability in the data. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Responses; Intervention; Reading Fluency; Functional Reading; Reading Instruction; Curriculum Based Assessment; Reading Achievement; Underachievement; Functional Behavioral Assessment; Grade 3

Abstract:
Children who fail to become fluent readers by the end of the primary grades are likely to achieve below same-age peers throughout their school careers. With growing use of curriculum-based measures (CBMs), it is easier to identify those students who are achieving below same-age peers. Moreover, a process of conducting individualized assessment and intervention aimed at improving achievement could be developed within a response to intervention (RTI) model. For example, functional analysis procedures can be used to identify effective reading interventions for students achieving below expectations. The present study employed a multi-element design to analyze the effects of various supplemental reading interventions on the oral reading fluency rates of 3 third-grade children. Differential effects were shown across conditions, leading to an individualized intervention recommendation for all participants. Generalized effects were shown over time in CBMs for all participants. Results are discussed in terms of the treatment utility of functional reading analysis for children who exhibit below-expected levels of reading achievement on CMBs and in terms of an RTI approach to identification and service provision for struggling readers. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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