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ERIC Number: ED534551
Record Type: Non-Journal
Publication Date: 2011
Pages: 141
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1249-6152-1
The Relative Effects of Various Intervention Approaches on the Reading Fluency and Comprehension of Fifth and Sixth Grade Struggling Readers
Wagner, Dana Lynn
ProQuest LLC, Ph.D. Dissertation, University of Minnesota
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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A