NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002163
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0162-6434
The Use of Repeated Reading with Computer Modeling to Promote Reading Fluency with Students Who Have Physical Disabilities
Coleman, Mari Beth; Heller, Kathryn Wolff
Journal of Special Education Technology, v25 n1 p29-41 2010
The ability to read fluently is a critical skill that allows the reader to concentrate on the meaning of the text. It also can contribute to a successful reading experience. However, students with physical disabilities may have difficulty reading fluently due to any number of functional, psychosocial, or environmental factors that can accompany a physical disability. Although instructional methods to increase reading fluency do exist, the research investigating these methods is typically done with other populations of students. This study employed a changing criterion design to examine the use of a treatment package consisting of repeated reading with computer modeling, error correction, and performance feedback on improving reading fluency, accuracy, and comprehension with students with cerebral palsy. An analysis of the data demonstrated that all students were able to increase reading fluency, accuracy, and comprehension from first to final readings within a session (positive nontransfer effects). Analysis of the percentage of nonoverlapping data revealed that three of the four students also showed slight increases in reading fluency on novel passages (positive transfer effects). (Contains 2 tables and 1 figure.)
Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
IES Cited: ED544197