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The document contains abstracts from 4 different research studies on reading fluency interventions for students with learning disabilities or reading difficulties. The first study found that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities for repeated reading of familiar text with feedback, and establishing performance criteria for increasing text difficulty. The second study examined the impact of partner reading interactions on task behavior. It found that student-chosen partners led to better social cooperation, and teachers should provide scripted instructions, allow student partner choices, and avoid pairing low-ability students only with each other. The third study was a meta-analysis that found repeated reading interventions had positive effects on reading fluency gains for students with
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- 1. Journal Abstracts issues in curriculum planning and modifications for children with exceptionalities By: Jessa Jane G. Orit
- 2. A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities David J. Chard Sharon Vaughn Brenda-Jean Tyler October 2012
- 3. Abstract Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.
- 4. Interaction Quality during Partner Reading Elizabeth B. Meisinger1 Paula J. Schwanenflugel2 Barbara A. Bradley3 Steven A. Stahl4 June 1, 2004
- 5. Abstract The influence of social relationships, positive interdependence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in classrooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were observed during partner reading sessions taking place in 12 classrooms. The degree to which the partners displayed social cooperation (instrumental support, emotional support, and conflict management) and on/off task behavior was evaluated. Children who chose their own partners showed greater social cooperation than those children whose teacher selected their partner. However, when the positive interdependence requirements of the task were not met within the pair (neither child had the skills to provide reading support or no one needed support), lower levels of on-task behaviour were observed.
- 6. Providing basic partner reading script instruction at the beginning of the year was associated with better social cooperation during partner reading, but providing elaborated instruction or no instruction was associated with poorer social cooperation. It is recommended that teachers provide basic script instruction and allow children to choose their own partners. Additionally, pairings of low ability children with other low ability children and high ability children with other high ability children should be avoided. Teachers may want to suggest alternate partners for children who inadvertently choose such pairings or adjust the text difficulty to the pair. Overall, partner reading seems to be an enjoyable pedagogical strategy for teaching reading fluency.
- 7. The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities A Meta-Analysis Jiyeon Lee, PhD So Yoon Yoon, PhD September 25, 2015
- 8. Abstract 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 Hedgesโ 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.