The Reading Fluency and Comprehension of Fifth- and Sixth-Grade Struggling Readers Across Brief Tests of Various Intervention Approaches

2015 ◽  
Vol 36 (7) ◽  
pp. 545-578 ◽  
Author(s):  
Dana L. Wagner ◽  
Christine A. Espin
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Sixth Grade ◽  
Fluency And Comprehension

scholarly journals Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

2021 ◽  
pp. 002221942199124
Author(s):  
Paul K. Steinle ◽  
Elizabeth Stevens ◽  
Sharon Vaughn
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Repeated Reading ◽  
Word Count ◽  
Fluent Reader ◽  
Positive Effects ◽  
Grade Levels ◽  
Fluency Intervention ◽  
Fluency And Comprehension ◽  
Connected Text

This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions.

Repeated Reading versus Continuous Reading: Influences on Reading Fluency and Comprehension

2007 ◽  
Vol 74 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Rollanda E. O'Connor ◽  
Annika White ◽  
H. Lee Swanson
Keyword(s):  
Learning Disabilities ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Repeated Reading ◽  
Reading Aloud ◽  
Control Group ◽  
Adult Listener ◽  
Treatment Conditions ◽  
Fluency And Comprehension ◽  
Practice Variations

In this research we evaluated two methods to improve the reading fluency of struggling readers. Poor readers in Grades 2 and 4 with ( n = 17) and without ( n = 20) learning disabilities were randomly assigned to one of two fluency practice variations or to a control group. Students in the treatments practiced reading aloud under repeated or continuous reading conditions with an adult listener in 15-min sessions, 3 days per week for 14 weeks. For students in the treatment conditions, growth curve analyses revealed significant differences in fluency and reading comprehension over students in the control. We found no significant differences between practice conditions.

scholarly journals Intensive summer intervention drives linear growth of reading skill in struggling readers

2017 ◽  
Author(s):  
Patrick M. Donnelly ◽  
Elizabeth Huber ◽  
Jason D. Yeatman
Keyword(s):  
Individual Differences ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Reading Ability ◽  
Time Course ◽  
Intervention Program ◽  
Reading Skill ◽  
Individual Growth ◽  
Fluency And Comprehension ◽  
Initial Reading

An achievement of reading research has been the development of intervention programs for struggling readers. Most intervention studies employ a pre-post design, to examine efficacy, but this precludes the study of intervention-driven growth. Determining the time-course of improvement is essential for cost-effective, evidence-based intervention decisions. The goal of this study was to (a) analyze reading growth curves during an intensive summer intervention program and (b) characterize factors that predict individual differences in growth. A cohort of 37 children (6-12y) with reading difficulties (N = 21 with dyslexia diagnosis) were enrolled in 160 hours of intervention. We collected behavioral measures over 4 sessions assessing decoding, oral reading fluency, and comprehension. Data were analyzed using mixed-effects modeling to characterize growth and the moderating effect of individual differences (age, IQ, phonological awareness, & initial reading skill). Longitudinal measurements revealed a linear dose-response relationship between hours of intervention and improvement in reading ability. Decoding skills showed substantial growth (Cohen’s d = 0.81 (WJ Basic Reading Skills)), with fluency and comprehension growing more gradually (d =0.35 (WJ Reading Fluency)). Multivariate analyses revealed a significant contribution of initial reading ability in predicting individual growth rates: This demonstrates the efficacy of intensive intervention for highly impaired readers.

scholarly journals Psychometric Properties of Maze Tasks in Middle School Students

2011 ◽  
Vol 37 (3) ◽  
pp. 131-146 ◽  
Author(s):  
Tammy D. Tolar ◽  
Amy E. Barth ◽  
David J. Francis ◽  
Jack M. Fletcher ◽  
Karla K. Stuebing ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Psychometric Properties ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Progress Monitoring ◽  
Practice Effects ◽  
Maze Performance ◽  
School Students ◽  
Fluency And Comprehension

Maze tasks have appealing properties as progress-monitoring tools, but there is a need for a thorough examination of the psychometric properties of Maze tasks among middle school students. We evaluated form effects, reliability, validity, and practice effects of Maze among students in Grades 6 through 8. We administered the same (familiar) and novel Maze passages for progress monitoring of a reading intervention among typical readers ( n = 588), struggling readers receiving researcher-provided intervention ( n = 471), and struggling readers not receiving intervention ( n = 284). Form effects accounted for significant variance in Maze performance. Familiar passages had greater test–retest reliability than novel passages. Both administrative conditions had similar, moderate correlations (validity coefficients) with other measures of reading fluency and comprehension. There were also significant practice effects. Students who read the same passage showed steeper slopes in Maze performance than students who read different passages over time. Practice effects were influenced by beginning levels of reading comprehension and by intervention status.

scholarly journals Smart Reading Aid for Detecting Problems With Reading Fluency and Comprehension

2016 ◽  
Author(s):  
Zoltán Rusák ◽  
Niels van de Water ◽  
Bram de Smit ◽  
Imre Horváth ◽  
Wilhelm Frederik Van Der Vegte
Keyword(s):  
Reading Fluency ◽  
Word Processing ◽  
Laboratory Experiments ◽  
Literature Study ◽  
Brain Signals ◽  
Normal Reading ◽  
Fluency And Comprehension ◽  
Functional Prototype ◽  
Tracking Technology ◽  
Processing Difficulty

Brain signal and eye tracking technology have been intensively applied in cognitive science in order to study reading, listening and learning processes. Though promising results have been found in laboratory experiments, there are no smart reading aids that are capable to estimate difficulty during normal reading. This paper presents a new concept that aims to tackle this challenge. Based on a literature study and an experiment, we have identified several indicators for characterizing word processing difficulty by interpreting electroencelography (EEG) and electrooculography (EOG) signals. We have defined a computational model based on fuzzy set theory, which estimates the probability of word processing and comprehension difficulty during normal reading. The paper also presents a concept and functional prototype of a smart reading aid, which is used to demonstrate the feasibility of our solution. The results of our research proves that it is possible to implement a smart reading aid that is capable to detect reading difficulty in real time. We show that the most reliable indicators are related to eye movement (i.e. fixation and regression), while brain signals are less dependable sources for indicating word processing difficulty during continuous reading.

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students

2016 ◽  
Vol 32 (1) ◽  
pp. 104-111 ◽  
Author(s):  
David Dodick ◽  
Amaal J. Starling ◽  
Jennifer Wethe ◽  
Yi Pang ◽  
Leonard V. Messner ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Fluency ◽  
Visual Processing ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Fluency And Comprehension ◽  
Physical Foundation ◽  
Study Participants ◽  
And Control

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P < .001) and comprehension ( P < .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

scholarly journals Unique Screener of Reading Fluency and Comprehension for Adolescents and Adults

Psychology ◽  
2012 ◽  
Vol 03 (01) ◽  
pp. 45-48 ◽  
Author(s):  
Sherry Mee Bell ◽  
Kelli Caldwell Miller ◽  
Ralph Steve McCallum ◽  
Michael Hopkins
Keyword(s):  
Reading Fluency ◽  
Fluency And Comprehension ◽  
Adolescents And Adults

scholarly journals Screening for Reading Difficulties: Comparing Eye Tracking Outcomes to Neuropsychological Assessments

2021 ◽  
Vol 6 ◽  
Author(s):  
Anna Carin Gran Ekstrand ◽  
Mattias Nilsson Benfatto ◽  
Gustaf Öqvist Seimyr
Keyword(s):  
Eye Tracking ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Neuropsychological Test ◽  
Reading Development ◽  
Screening Method ◽  
Cognitive Assessments ◽  
Cognitive Difficulties ◽  
Cognitive Limitations ◽  
Early School

The use of eye tracking to assess reading fluency has been proposed as a novel and efficient screening method for identifying school children with atypical reading development or risk of dyslexia. Currently, however, little is known about the relationship between the predictive outcomes produced by eye tracking screening systems and specialist cognitive assessments. Here we investigate this relationship in the context of a neuropsychological case study involving eight subjects (9–10 years) who were identified as being at risk of dyslexia by an eye tracking screening system. We analyze to what extent these subjects displayed cognitive limitations when assessed with a neuropsychological test battery, and to what extent cognitive difficulties were limited to reading and decoding, or whether they extended to other domains as well. As a group, the subjects performed on average significantly worse in reading and decoding than in other cognitive domains. Five subjects performed more than 1.25 standard deviations below the mean for age. In line with empirical evidence, co-occurring difficulties in the attention domain were also observed in a few struggling readers. Overall, the results support the view that eye tracking can be a useful tool to assess and monitor children’s reading development during the early school years.

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