ERIC Number: EJ881448
Record Type: Journal
Publication Date: 2010-May
Abstractor: As Provided
Reference Count: 37
The Effects of a Fluency Intervention Program on the Fluency and Comprehension Outcomes of Middle-School Students with Severe Reading Deficits
Spencer, Sally A.; Manis, Franklin R.
Learning Disabilities Research & Practice, v25 n2 p76-86 May 2010
Despite advances in the science of teaching reading, there still exists a small percentage of students who fail to make the expected progress in reading-related skills, notwithstanding attempts at intervention. Even if these struggling readers learn to decode adequately, fluency remains a problem for many, and little is known about the effectiveness of fluency interventions for older students with severe reading deficits. This study used a randomized experimental design to test the efficacy of a fluency intervention program on the word-identification and reading-comprehension outcomes of 60 middle-school students with severe reading delays. Results showed that students in the experimental group made more progress on standardized tests of reading fluency than students in the control group. No gains were seen in reading comprehension.
Descriptors: Experimental Groups, Control Groups, Reading Comprehension, Reading Difficulties, Research Design, Intervention, Reading Fluency, Reading, Standardized Tests, Reading Instruction, Program Effectiveness
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Authoring Institution: N/A