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ERIC Number: EJ1166736
Record Type: Journal
Publication Date: 2016-Sep
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0196-5042
Increasing Reading Fluency Using "Read Naturally"® with Two Third Grade Students with Specific Learning Disabilities: A Replication of Erickson et al., 2015
Morgan, Sarah V.; McLaughlin, T. F.; Weber, Kimberly P.; Bolich, Barbara
Educational Research Quarterly, v40 n1 p37-50 Sep 2016
The purpose of this research was to determine the effectiveness of the "Read Naturally"® program. The program was used in hopes to improve each student's ability in reading fluency. The study used "Read Naturally"® as an intervention for two struggling readers identified as two third grade students. The program included passage reading and comprehension. The participants were placed in the correct instructional level within the program by determining their age, grade level, reading abilities, and instructional level. The "Read Naturally"® program followed a multi-step procedure that required the students to read for a minute for a cold read and hot read, read passages aloud, follow along as the passages are read through an audiotape, and answer comprehension questions pertaining to the passages. Data were collected throughout the study to determine if there was an increase in words per minute for each participant from a cold read to a hot read.. The effectiveness of the "Read Naturally"® program was examined through an ABAB single-subject reversal design. The overall outcomes indicated improved fluency for each student. This improvement from hot to cold reads during the intervention was not found for either participant. Therefore, caution is urged regarding the use of "Read Naturally"®.
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington
Grant or Contract Numbers: N/A