ERIC Number: EJ1022861
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: 50
Computerized Silent Reading Rate and Strategy Instruction for Fourth Graders at Risk in Silent Reading Rate
Niedo, Jasmin; Lee, Yen-Ling; Breznitz, Zvia; Berninger, Virginia W.
Learning Disability Quarterly, v37 n2 p100-110 May 2014
Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment ("n" = 7) or wait-listed ("n" = 7) control groups. Following nine sessions combining computerized rapid-accelerated-reading program (RAP), which individually tailors rate of written text presentation to comprehension criterion (80%), and self-regulated strategies for attending and engaging, the treated group significantly outperformed the wait-listed group before treatment on (a) a grade-normed, silent sentence reading rate task requiring lexical- and syntactic-level processing to decide which of three sentences makes sense and (b) RAP presentation rates yoked to comprehension accuracy level. Each group improved significantly on these same outcomes from before to after instruction. Attention ratings and working memory for written words predicted posttreatment accuracy, which correlated significantly with the silent sentence reading rate score. Implications are discussed for (a) preventing silent reading disabilities during the transition to increasing emphasis on silent reading, (b) evidence-based approaches for making accommodation of extra time on timed tests requiring silent reading, and (c) combining computerized instruction with strategies for self-regulation during silent reading.
Descriptors: At Risk Students, Reading Rate, Silent Reading, Statistical Distributions, Oral Reading, Reading Comprehension, Experimental Groups, Control Groups, Reading Improvement, Attention, Short Term Memory, Accuracy, Correlation, Evidence, Computer Assisted Instruction, Hyperactivity, Self Control, Reading Instruction, Validity, Reading Programs, Reading Difficulties, Grade 4, Elementary School Students
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: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test