ERIC Number: EJ1070161
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 28
The Effects of a Supplementary Computerized Fluency Intervention on the Generalization of the Oral Reading Fluency and Comprehension of First-Grade Students
Gibson, Lenwood, Jr.; Cartledge, Gwendolyn; Keyes, Starr E.; Yawn, Christopher D.
Education and Treatment of Children, v37 n1 p25-51 2014
The current study investigated the effects of a repeated reading intervention on the oral reading fluency (ORF) and comprehension on generalization passages for eight, first-grade students with reading risk. The intervention involved a commercial computerized program (Read Naturally Software Edition [RNSE], 2009) and a generalization principle requiring a "greater magnitude" of responding. A multiple probe experimental design with two treatment phases was used to determine the effects of the intervention. Phase I used a standard end-of-year benchmark score (i.e., 40 CWMP) as fluency criteria for all participants. During Phase II, fluency criteria were changed and individualized for each participant based on performance during Phase I. Data were collected on ORF and word retell fluency (WRF) across treatment and generalization probes. Results showed ORF and comprehension increases in both phases; however, satisfactory generalization did not occur for most of the participants until the second phase was implemented. These results are discussed relative to classroom implications and directions for future research.
Descriptors: Oral Reading, Reading Fluency, Reading Instruction, Intervention, Computer Assisted Instruction, Supplementary Education, Reading Comprehension, Generalization, At Risk Students, Elementary School Students, Grade 1, Benchmarking, Scores, Reading Improvement, Reading Tests, Reading Strategies
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)