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ERIC Number: EJ890589
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0827-3383
The Comparative Effect of Fluency Instruction with and without a Comprehension Strategy for Elementary School Students
Patton, Beverly; Crosby, Shane; Houchins, David; Jolivette, Kristine
International Journal of Special Education, v25 n2 p100-112 2010
The purpose of this study was to extend the Great Leaps Reading Program (GLR) knowledge base by combining the fluency intervention of the GLR Program with a comprehension strategy. The participants were 59 first, second, and third grade students who were randomly assigned to one of two treatments. The Treatment group one received the GLR Program as it was designed. The Treatment group two received the GLR Program and a strategy for answering three comprehension questions. Over 15 weeks, students were provided with approximately 10 minutes of instruction twice a week. Pre- and post-test measures included the Woodcock Johnson Test of Achievement III and the Test of Word Reading Efficiency. Analyses of variance indicated that Treatment one performed statistically better in the area of Broad Reading as compared to Treatment two. Results are discussed in terms of the importance of reading fluency and reading comprehension and whether the addition of a comprehension strategy is an efficient way of increasing student's reading fluency while also increasing reading comprehension skills. (Contains 2 tables.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement