ERIC Number: EJ1095677
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Effects of Oral Reading Fluency on Students with Emotional and Behavioral Disorders' Latency to Continue Reading
Vostal, Brooks R.; Lee, David L.
Reading Improvement, v52 n3 p112-125 Fall 2015
Adolescents with Emotional and Behavioral Disorders (EBD) present deficits in literacy skills, in part because their disruptive behaviors interfere with task engagement. Antecedent manipulations, such as those based on behavioral momentum theory, can increase students' contact with reinforcement, leading to greater task engagement. This study examined the effects of a Repeated Reading (RR) intervention designed to establish a high-"p" sequence for two adolescents with EBD. Results indicated that participants' latency to continue reading decreased after the high-"p" sequence, and fluency increases presented momentum-like effects as participants read initial portions of novel text. Results are discussed in terms of the adaptability of interventions based on the high-"p" sequence.
Descriptors: Reading Fluency, Emotional Disturbances, Behavior Disorders, Reinforcement, Learner Engagement, Intervention, Oral Reading, Nontraditional Education, Reading Tests, Elementary School Students, Emergent Literacy, Early Adolescents, Comparative Analysis, Repetition, Video Technology, Observation, Novelty (Stimulus Dimension)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A