ERIC Number: EJ735435
Record Type: Journal
Publication Date: 2004-Jun
Reference Count: 0
Fluent Reading as the Improvement of Stimulus Control: Additive Effects of Performance-Based Interventions to Repeated Reading on Students' Reading and Error Rates
Chafouleas, Sandra M.; Martens, Brian K.; Dobson, Robin L.; Weinstein, Kristen S.; Gardner, Kate B.
Journal of Behavioral Education, v13 n2 p67-81 Jun 2004
The impact of adding performance-based interventions to a skill-based intervention on oral reading fluency was examined with 3 elementary students identified as having difficulty with reading. Two performance-based interventions were combined with the skill-based intervention Repeated Reading (RR) to create the three instructional packages investigated. The packages included Repeated Readings (RR), Repeated Readings with Performance Feedback (RR/FB), and Repeated Readings with Performance Feedback and Contingent Reward (RR/FB/REW). Results suggested that Repeated Reading (RR) alone led to the greatest increase in reading fluency for participants with the highest reading rates and lowest error rates at baseline. In contrast, the participant who exhibited the lowest reading rate and highest error rate benefited the most when Repeated Readings was offered in conjunction with Performance Feedback (RR/FB) or Performance Feedback plus Contingent Reward (RR/FB/RW). Implications for blending skill- and performance-based interventions to develop stimulus control over fluent reading and future research directions are discussed.
Descriptors: Oral Reading, Reading Fluency, Reading Improvement, Reading Difficulties, Intervention, Reading Strategies, Error Patterns, Elementary School Students, Instructional Effectiveness, Feedback, Teaching Methods, Competency Based Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A