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ERIC Number: EJ1166728
Record Type: Journal
Publication Date: 2015-Sep
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0196-5042
An Evaluation of Read Naturally® on Increasing Reading Fluency for Three Primary Students with Learning Disabilities
Erickson, Janna; Derby, K. Mark; McLaughlin, T. F.; Fuehrer, Katrina
Educational Research Quarterly, v39 n1 p3-20 Sep 2015
The purpose of this research was to examine the effectiveness of the reading fluency program Read Naturally®. This program employs passage reading and comprehension questions. These are graded at various instructional levels (kg. to adult). The program employs several practice procedures such as passage reading along with a pre-recorded audiotape, reading the passage independently, and finally reading the same passage again to an adult. The participants were two, third graders (one boy and one girl), and a fourth grade boy. Data were collected on the correct words read orally per minute across various lessons. These data were gathered in the elementary school's resource room and taken daily. The effectiveness of the Read Naturally® program was evaluated with a multiple-baseline design. Our overall outcomes indicated that there was little change in correct words read per minute without practicing the passage (a cold read) and a large increase in correct words read after practice (a hot read). The results suggest that the procedure of repeated practice with an audiotape and practicing independently are effective procedures for increasing words read per minute. While the present outcomes were positive, further research is warranted regarding the efficacy of the Read Naturally® in the schools.
Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A