Repeated Reading as a Method to Improve Reading Fluency for Struggling Adolescent Readers

Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: The Gates-MacGinitie Reading Test, 4th edition (GMRT), Group Reading Assessment and Diagnostic Evaluation, Gray Oral Reading Test, 5th edition (GORT-5), and the Test of Silent Reading Efficiency and Comprehension (TOSREC). Students’ word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC). Listening comprehension was most important on the GORT-5, a test in which students read passages orally and listen to questions read by an examiner. Working memory was the least important component skill across the reading comprehension tests. Overall, results were consistent with previous work indicating that reading comprehension measures vary with regard to the skills or knowledge sources that are most important for test performance and extend these findings to struggling adolescent readers. Implications for research and practice are discussed.

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Repeated Reading and Reading Fluency in Learning Disabled Children

Reading Research Quarterly ◽

10.1598/rrq.20.2.4 ◽

1985 ◽

Vol 20 (2) ◽

pp. 180-188 ◽

Cited By ~ 140

Author(s):

Carol A. Rashotte ◽

Joseph K. Torgesen

Keyword(s):

Reading Fluency ◽

Repeated Reading ◽

Learning Disabled ◽

Disabled Children

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Supporting struggling adolescent readers through the Response to Intervention (RTI) framework

Australian Journal of Learning Difficulties ◽

10.1080/19404158.2020.1870512 ◽

2021 ◽

pp. 1-20

Author(s):

Melinda de Haan

Keyword(s):

Response To Intervention ◽

Adolescent Readers ◽

Struggling Adolescent Readers

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Phrase-Reading Mediates Between Words and Syntax in Struggling Adolescent Readers

Communication Disorders Quarterly ◽

10.1177/1525740119825616 ◽

2019 ◽

Vol 41 (3) ◽

pp. 162-175 ◽

Cited By ~ 1

Author(s):

Patsy Nomvete ◽

Susan R. Easterbrooks

Keyword(s):

Reading Comprehension ◽

Struggling Readers ◽

Reading Ability ◽

Reading Rate ◽

Hierarchical Regression ◽

Syntactic Awareness ◽

Adolescent Readers ◽

Struggling Adolescent Readers ◽

Positive Significant Correlation ◽

Passage Reading

The components involved in adolescent reading are complex and not clearly understood in struggling readers. Phrase reading, a language skill associated with prosodic understanding of syntactic phrases, has received little attention. We studied 70 adolescent readers including delayed readers to answer the following questions: (a) Do phrase-reading ability, syntactic awareness, passage-reading rate, and reading comprehension have a positive, significant correlation; (b) Do language-related variables (i.e., phrasing ability, syntactic awareness) account for more of the variance in comprehension than passage-reading rate; (c) Does phrase-reading ability, as measured by phrase-level prosody, provide a mechanism for, or at least partially mediate, how passage-reading rate and syntactic awareness affect reading comprehension? Data were analyzed using hierarchical regression and mediation regression. All answers were affirmative suggesting that researchers studying adolescent struggling readers should investigate prosodic phrasing-reading ability as a tool for improving reading comprehension.

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ALL REPEATED READING FLUENCY STRATEGIES ARE NOT CREATED EQUAL

INTED2017 Proceedings ◽

10.21125/inted.2017.1424 ◽

2017 ◽

Author(s):

Melinda Carver ◽

Carol Todd ◽

Melinda Bubp

Keyword(s):

Reading Fluency ◽

Repeated Reading

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A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers

Journal of Learning Disabilities ◽

10.1177/0022219420972184 ◽

2020 ◽

pp. 002221942097218

Author(s):

Johny Daniel ◽

Philip Capin ◽

Paul Steinle

Keyword(s):

Treatment Group ◽

Student Performance ◽

Struggling Readers ◽

Reading Interventions ◽

Intervention Effects ◽

Adolescent Readers ◽

Struggling Adolescent Readers ◽

And Control

A majority of reading-related intervention studies aiming to remediate struggling readers’ reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the current synthesis was to examine follow-up intervention effects of reading interventions involving adolescent struggling readers in Grades 6 to 12. Our literature search yielded only 10 studies that reported follow-up data for intervention participants, which highlights the dearth of intervention research that examines sustainability of intervention effects. Of the 10 included studies, the weighted mean effect size for all reading outcome measures was gw = 0.78 at immediate posttest and gw = 0.27 at follow-up, in favor of treatment group students. Although the magnitude of difference between treatment and control groups diminished at follow-up time, a comparison of treatment group students’ immediate posttest and follow-up scores showed that students mostly maintained gains made during intervention at follow-up time points.

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Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

Child Language Teaching and Therapy ◽

10.1177/0265659019826252 ◽

2019 ◽

Vol 35 (1) ◽

pp. 75-88 ◽

Cited By ~ 1

Author(s):

Nuria Calet ◽

M. Carmen Pérez-Morenilla ◽

Macarena De los Santos-Roig

Keyword(s):

Reading Comprehension ◽

Reading Fluency ◽

Reading Intervention ◽

Reading Interventions ◽

Single Case ◽

Repeated Reading ◽

Conclusive Evidence ◽

Prosodic Features ◽

Single Case Design ◽

The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

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