ERIC Number: EJ1067820
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
The Reading Fluency and Comprehension of Fifth- and Sixth-Grade Struggling Readers across Brief Tests of Various Intervention Approaches
Wagner, Dana L.; Espin, Christine A.
Reading Psychology, v36 n7 p545-578 2015
Although several different reading fluency intervention approaches appear promising for adolescents who are struggling readers, few studies have directly compared 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.
Descriptors: Reading Fluency, Reading Comprehension, Reading Difficulties, Elementary School Students, Intermediate Grades, Grade 5, Grade 6, Intervention, Outcomes of Education, Suburban Schools, Reading Aloud to Others, Reading Instruction, Student Evaluation, Word Lists, Scoring, Scores, Interrater Reliability, Multivariate Analysis, Effect Size, Achievement Tests
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Publication Type: Journal Articles; Reports - Research
Education Level: Intermediate Grades; Elementary Education; Grade 5; Middle Schools; Grade 6
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A