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ERIC Number: EJ972256
Record Type: Journal
Publication Date: 2012-Aug
Pages: 23
Abstractor: As Provided
Reference Count: 122
ISSN: ISSN-0022-4669
Initial and Over-Time Effects of Fluency Interventions for Students with or at Risk for Disabilities
Morgan, Paul L.; Sideridis, Georgios; Hua, Youjia
Journal of Special Education, v46 n2 p94-116 Aug 2012
The authors sought to (a) identify interventions that immediately increased the oral reading fluency of students with or at risk for disabilities, (b) estimate to what extent these gains maintained over time, and (c) evaluate whether particular characteristics of students (e.g., gender, disability status) predicted their response to fluency interventions. We used multilevel modeling to meta-analyze results from 44 single-participant studies involving 290 students. Results indicated that goal setting immediately increased fluency, and this gain continued over time. Word-level training was largely ineffective. Students with some types of disabilities (i.e., those with behavioral disorders or autism) responded significantly less well to interventions targeting fluency than did students with other types of disabilities (i.e., those with learning disabilities or visual impairments) and so may require more intensive and individualized fluency interventions. (Contains 3 figures, 2 tables, and 2 notes.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A