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.

Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

2021 ◽  
Vol 17 (1) ◽  
pp. 207
Author(s):  
Hasimah Ja’afar ◽  
Wan Mazlini Othman ◽  
Hema Vanita Kesevan ◽  
Budi M.S
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Rural Students ◽  
Computer Assisted ◽  
Single Subject ◽  
Word Decoding ◽  
Reading Accuracy

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at   96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can  now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency.  The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent.   Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)

The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities

2016 ◽  
Vol 50 (2) ◽  
pp. 213-224 ◽  
Author(s):  
Jiyeon Lee ◽  
So Yoon Yoon
Keyword(s):  
Reading Fluency ◽  
Reading Disabilities ◽  
Grade Level ◽  
Repeated Reading ◽  
Independent Effect ◽  
Outcome Variable ◽  
Positive Effects ◽  
Elementary Grade ◽  
K 12 ◽  
Listening Passage Preview

The purpose of this research was to systematically review the effects of repeated reading (RR) interventions on reading fluency to provide instructional strategies for students with reading disabilities (RD). Correct words per minute were coded as an outcome variable in a search that yielded 34 RR intervention studies from 1990 to 2014 for students with RD in K-12. The estimated overall Hedges’ g of the 39 independent effect sizes indicated the positive effects of RR on gains in reading fluency for students with RD, especially at the elementary grade level. The current findings also suggested that a combination of RR and a listening passage preview would be the most effective method for students with RD.

Repeated Reading for Students with Emotional or Behavioral Disorders: Peer- and Trainer-Mediated Instruction

2005 ◽  
Vol 31 (1) ◽  
pp. 51-64 ◽  
Author(s):  
John E. Staubitz ◽  
Gwendolyn Cartledge ◽  
Amanda L. Yurick ◽  
Ya-Yu Lo
Keyword(s):  
Behavioral Disorders ◽  
Reading Fluency ◽  
Oral Reading ◽  
Repeated Reading ◽  
Fifth Grade ◽  
Baseline Design ◽  
Beneficial Effects ◽  
Fifth Grade Students ◽  
Fluency And Comprehension ◽  
Emotional Or Behavioral Disorders

This study evaluated the effects of a repeated reading (RR) intervention on the oral reading fluency and comprehension of six urban fourth and fifth-grade students with and at risk for emotional or behavioral disorders (EBD). A multiple baseline design across subjects was used to study RR effects according to gains in reading fluency, comprehension, and generalization to unpracticed passages under covert and overt timing conditions. Results indicated that all students improved both reading fluency (i.e., speed and accuracy) and comprehension when participating in RR. Improvements were also observed on the unpracticed generalization passages; the addition of overt timing and charting produced the greatest improvements. These gains were confirmed through administration of standardized tests in reading. Findings are described according to the beneficial effects of RR and the relative advantages of peer-mediated interventions with students with EBD.

scholarly journals The Effectiveness of Repeated Reading on Increasing the Reading Fluency of Struggling Readers

2017 ◽  
Vol 2 (2) ◽  
pp. 74
Author(s):  
Ashley J. Holder
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Grade Level ◽  
Repeated Reading ◽  
First Grade ◽  
Elementary Student ◽  
Student Reading ◽  
Below Grade Level

The purpose of this study was to determine the effectiveness of repeated reading intervention for increasing the reading fluency of an elementary student reading below grade level. Measures compared the fluency of a first grade student reading below grade level after participating in a repeated training for six weeks. Assessments to determine fluency prior to and after training were conducted to evaluate the effectiveness of the repeated reading intervention on the fluency scores of the student.Results of this study, based on pre and post-assessment data, indicated that repeated readings are an effective practice for increasing the reading fluency of struggling readers. The student showed significant improvement with her reading fluency. In addition, she showed gains on her running record and oral reading fluency scores.

scholarly journals Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

2015 ◽  
Vol 32 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Cathy Robson ◽  
Neville Blampied ◽  
Lawrence Walker
Keyword(s):  
Reading Fluency ◽  
Reading Ability ◽  
Cost Effective ◽  
Science Research ◽  
Social Contexts ◽  
Fluent Reader ◽  
Video Footage ◽  
Fluency And Comprehension ◽  
Post Test ◽  
The Individual

Being able to read at a fluent rate confers many advantages on an individual in both educational and wider social contexts throughout life. To be a fluent reader means that the individual can sustain high accuracy while reading at a rate appropriate to the material and the setting, and implies the development of automaticity in the cognitive processes involved in reading. Fluency has not, however, been the focus of much research. In this study, an observational learning technique — feedforward video self-modelling (FFVSM) — was used to improve children's reading fluency. Eleven primary (elementary) school children aged between 72 and 108 months, four girls and seven boys, viewed edited video footage of themselves seemingly reading a difficult text at a fluent rate six times over a 2-week period. Reading performance (accuracy, comprehension and rate) was measured at pre- and post-test using the Neale Analysis of Reading Ability, and fluency and comprehension scores were measured across the intervention period using the Science Research Associates Reading Laboratory (SRA) graded reading texts. The results showed that the majority of the children improved their reading fluency, comprehension and accuracy as well as reader self-perception (a proxy measure of self-efficacy). These positive results suggest that FFVSM could be a rapid, cost-effective intervention to be used within educational settings to promote fluent reading.

Comparison of a Reading Fluency Intervention With and Without Passage Repetition on Reading Achievement

2011 ◽  
Vol 33 (5) ◽  
pp. 309-319 ◽  
Author(s):  
William J. Therrien ◽  
James F. Kirk ◽  
Suzanne Woods-Groves
Keyword(s):  
Special Education ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Special Education Students ◽  
Education Students ◽  
Question Generation ◽  
Fluency Intervention ◽  
Reading Condition

The purpose of this study was to compare the effect of a repeated reading and question generation intervention entitled Re-read-Adapt and Answer-Comprehend (RAAC) with a modified RAAC intervention without the repeated reading component. The sample included 30 students in Grades 3 through 5. The students received services in reading within a three-tiered response to intervention framework or in special education. Students were randomly assigned to the nonrepetitive condition or the control repeated reading condition and participated in 50 intervention sessions over a 4-month period. Regardless of condition, all students made gains in oral reading fluency on independent passages. The modified RAAC program without passage repetition appeared to be as effective if not more so at increasing reading fluency when compared to the RAAC program with passage repetition.

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