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ERIC Number: EJ1104260
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0034-0510
Reading Fluency Interventions for Middle School Students with Academic and Behavioral Disabilities
Hilsmier, Amanda Strong; Wehby, Joseph H.; Falk, Katherine B.
Reading Improvement, v53 n2 p53-64 Sum 2016
The research base on how to effectively intervene to improve the reading fluency of students with academic and behavioral disabilities at the middle school level does not provide a strong support for evidence- based practices with this age group. The purpose of this study was to extend the body of research on reading fluency interventions to impact the reading fluency and reading motivation of students with academic and behavioral disabilities at the middle school level. This study investigated (a) the effectiveness of a repeated reading and oral previewing fluency intervention on the reading rate and accuracy scores of middle school students with academic and behavioral disabilities and (b) the additive effect of a contingent reinforcement and performance feedback intervention combined with this antecedent intervention. A multiple baseline design across 4 students was used to determine the effect of the intervention. Participants exhibited growth over baseline reading performance.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gray Oral Reading Test; Stanford Binet Intelligence Scale; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A