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ERIC Number: EJ1174262
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0002-726X
Reread-Adapt and Answer-Comprehend Intervention with Deaf and Hard of Hearing Readers: Effect on Fluency and Reading Achievement
Schirmer, Barbara R.; Schaffer, Laura; Therrien, William J.; Schirmer, Todd N.
American Annals of the Deaf, v156 n5 p469-475 2011
The researchers investigated the effect of the Reread-Adapt and Answer-Comprehend intervention (Therrien, Gormley, & Kubina, 2006) on the reading fluency and achievement of d/Deaf and hard of hearing elementary-level students. Children in the third, fifth, and sixth grades at a state school for d/Deaf and hard of hearing students received a fluency intervention that was supplemental to their regular reading instruction. Significant improvement was found on a generalized measure of reading fluency after intervention. Though the researchers found no significant improvement in performance on a generalized measure of comprehension after intervention, the students demonstrated consistently good comprehension on both literal and inferential questions during the intervention sessions. The findings support the importance of incorporating a comprehension monitoring strategy in fluency instruction.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Flesch Reading Ease Formula; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A