Although extensive research supports repeated readings (RR) as an intervention for improving reading fluency, it largely ignores reading prosody, which is a key component of reading fluency. The current study extends the RR literature by examining the impact of RR on prosody and whether the content of directions and feedback might impact what components of fluency are improved. Elementary students (N = 76) were randomly assigned to either a rate- or prosody-focused RR intervention. The study differs from existing RR research in that (a) students were average as opposed to struggling students, (b) prosody was evaluated, and (c) measures of prosody were objective as opposed to subjective. Results support previous research suggesting that RR improves fluency but indicate that the nature of the instruction and performance feedback provided to students influences the components of reading fluency (i.e., rate or prosody) that are improved.

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Research suggests that students spend a substantial amount of time transitioning between classroom activities, which may reduce time spent academically engaged. This study used an ABAB design to evaluate the effects of a computer-assisted intervention that automated intervention components previously shown to decrease transition times. We examined the effects of the intervention on the latency to on-task behavior of 4 students in 2 classrooms. Data also were collected on students' on-task behavior during activities and teachers' use of prompts and praise statements. Implementation of the intervention substantially decreased students' latencies to on-task behavior and increased on-task behavior overall. Further, the 2 teachers used fewer prompts to cue students to transition and stay on task and provided more praise during intervention phases. We discuss how automating classroom interventions may affect student and teacher behavior as well as how it may increase procedural fidelity.

. Her clinical and research interests revolve around increasing access to evidencebased assessment and therapeutic services and coordination of care across systems for children with or at risk for developmental, behavioral health, and academic concerns.SCOTT P. ARDOIN (corresponding author) is a professor in the School Psychology Program, the head of the Department of Educational Psychology, and a codirector of the Center for Autism and Behavioral Education Research at The University of Georgia, Athens, USA; e-mail spardoin@uga.edu. He conducts research employing the principles of behavioral analysis to improve academic assessment and intervention practices conducted within school settings. KATHERINE S. BINDER is a professor and the chair of the Department of Psychology and Education at Mount Holyoke College, South Hadley, Massachusetts, USA; e-mail kbinder@mtholyoke.edu. She is interested in how children and adults with low literacy skills learn to read.