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ERIC Number: ED547748
Record Type: Non-Journal
Publication Date: 2012
Pages: 116
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-7478-0
The Impact of Fluency Intervention on the Oral Reading Fluency and Comprehension of Middle School Students with Learning Disabilities
Russell, Janice M.
ProQuest LLC, Ed.D. Dissertation, Florida Atlantic University
Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell et al., 1995) reported that 44% of the nation's fourth grade students were not able to read at an acceptable level of fluency that was considered necessary for comprehension. Since the publication of that report, research has shown that with direct instruction and remediation of fluency, students in the elementary grades can increase their reading rate. One the most common fluency intervention techniques is repeated readings (Samuels, 1979). However, most of the studies completed include elementary students and were focused on increasing their reading rate. Some students are arriving at the secondary level with reading problems which include fluency and comprehension. Therefore, the purpose of this study was to determine the effect of repeated readings on the rate, accuracy, and comprehension of students with disabilities at the secondary level. This study involved a total of 24 students with learning disabilities in grades 6-9. A quasi-experimental design was used for this study. The treatment group received a total of 20 sessions of repeated reading with immediate feedback, goal setting, and independent practice with graphing of reading rate. The comparison group continued their reading instruction with no fluency intervention. The results indicate that this combination of repeated readings had a significant influence on reading rate only. The other two variables, accuracy and comprehension, did not improve significantly in the treatment group when compared to the comparison group. [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: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7; Grade 8; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards