NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ927931
Record Type: Journal
Publication Date: 2011-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0938-8982
An Examination of a Small-Group Decoding Intervention for Struggling Readers: Comparing Accuracy and Automaticity Criteria
Hudson, Roxanne F.; Isakson, Carole; Richman, Taylor; Lane, Holly B.; Arriaza-Allen, Stephanie
Learning Disabilities Research & Practice, v26 n1 p15-27 Feb 2011
In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second-grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20-28 min long, took place 2-4 days per week, and consisted of phonemic awareness training, letter sound practice, and practice in word families. Students in the accuracy condition (n = 27) practiced each page until they reached 98 percent accuracy while students in the accuracy + automaticity condition (n = 29) practiced until they reached rate (30-90 cwpm) and accuracy criteria. Hierarchical linear modeling revealed no differences between practice conditions in decoding accuracy, reading comprehension, and grade-level text reading fluency. Significant differences favoring the accuracy + automaticity group were found in measures of decoding automaticity.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A