NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1067820
Record Type: Journal
Publication Date: 2015
Pages: 34
Abstractor: As Provided
ISSN: ISSN-0270-2711
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Intermediate Grades; Elementary Education; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A