Effects of a Fluency-Building Program on the Reading Performance of Low-Achieving Second and Third Grade Students

Martens, Brian K.; Eckert, Tanya L.; Begeny, John C.; Lewandowski, Lawrence J.; DiGennaro, Florence D.; Montarello, Staci A.; Arbolino, Lauren A.; Reed, Derek D.; Fiese, Barbara H.

doi:10.1007/s10864-006-9022-x

Cited by 35 publications

(34 citation statements)

References 17 publications

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“…Our program was implemented with minimal teacher or other professional direction in authentic educational settings in time allocated to address individual needs as part of the district's core reading program. The level of improvement evident in our study was similar to that of Martens et al (2007), in which children were pulled out of an afterschool program for fluency practice that required "a minimum of four adults . .…”

Section: Discussionsupporting

confidence: 71%

“…S. Fuchs, Fuchs, & Hosp, 2001;Hasbrouck & Tindal, 1992;Hudson, Lane, & Pullin, 2005;Martens et al, 2007;Rasinski, 2000Rasinski, , 2004. Whereas fluency is believed to be a key aspect of success in reading, activities related to it are "an often neglected element of reading programs" (Chard, Vaughn, & Tyler, 2002, p. 387) and researchers have reported that "relatively little" fluency instruction was observed in many schools (Kuhn & Stahl, 2003, p. 11).…”

Section: Discussionmentioning

confidence: 99%

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Building Oral Reading Fluency With Peer Coaching

Marr

Algozzine

Nicholson³

et al. 2010

Remedial and Special Education

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Fluent oral reading is an essential literacy skill, and data suggest that it is a consistent and persistent problem for many elementary school children. Peer-mediated instruction in which students work together to support each other is an evidencebased practice for improving performance in a variety of academic areas. In this study, we investigated the effectiveness of a peer-mediated fluency-building intervention for struggling readers in second grade. The intervention was provided to small groups of students referred to as difficult-to-remediate, treatment resisters, nonresponders, or lower responders in similar research. Oral reading fluency performance for students who received supplemental intervention (n = 17) was statistically significantly better than that for their peers who received only typical classroom instruction (n = 17). The effects of enhanced fluency instruction were evident across multiple benchmarks, and significant relationships were evident between oral reading fluency and comprehension. The authors discuss the findings in the context of similar peer-mediated interventions and the emerging development of targeted interventions to support response-to-intervention practices.

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Section: Discussionsupporting

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Building Oral Reading Fluency With Peer Coaching

Marr

Algozzine

Nicholson³

et al. 2010

Remedial and Special Education

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show abstract

“…The present study draws its participants from a school with a very low socioeconomic profile in a regional town. Since fluency is dependent on oral reading practice (Kuhn & Stahl, 2003;Martens et al, 2007;National Institute of Child Health & Human Development, 2000), it may be more influenced by differences in the home literacy environment than other measures. Although it is sometimes posited that students in socioeconomically disadvantaged families are less likely to read regularly at home (for example, Noble, Farah, & McCandliss, 2006), and therefore have fewer opportunities to practice and generalise their acquired reading skills, a literature search revealed no recent (in the last two decades) statistical evidence to support or refute this claim.…”

Section: Discussionmentioning

confidence: 99%

A randomised control trial of a Tier-2 small-group intervention (‘MiniLit’) for young struggling readers1

Buckingham

Wheldall

Beaman

2012

Australian Journal of Learning Difficulties

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“…Once a skill has been acquired, focus shifts to performing it both accurately and quickly, or at rates approximating those of competent performers (f luency; Binder, 1996). Because emphasis is placed on the speed of responding during fluency building, skills are often practiced in isolation and at levels of difficulty commensurate with the learner's ability (i.e., drill with instructionally matched materials; Martens et al, 2007). Practice under more demanding, difficult, and varied conditions strengthens control over responding by more naturalistic, game-like discriminative stimuli (maintenance), and eventually produces the ability to perform behaviors under novel conditions and as part of more complex, composite skills (generalization).…”

Section: Goals Of Prolonged Deliberate Practicementioning

confidence: 99%

Behavioral Sport Psychology

Luiselli¹,

Reed²

2011

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except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights.Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) v vi Preface criteria when selecting chapters for the book. First, our objective was to assemble chapters authored by recognized experts in sport psychology and performance management. We also wanted chapters to reflect the most contemporary clinical and experimental findings. Most important, the chapters contain many recommendations for improving behavioral sport psychology applications, advancing research, and refining the performance of youth, amateur, and elite athletes. A book of this type cannot cover every relevant topic, but hopefully, we have addressed many of the dominant areas that make up the sport psychology landscape.We are, first and foremost, clinical psychologists, but also avid sport enthusiasts. Dr. Luiselli acknowledges the many coaches who shaped his athletic pursuits in middle school, high school, and college: James C. Murphy, Michael Donato, Richard Sterndale, Jerry Splaine, Louis Gnerre, Rocky Carzo, and Herb Erikson. My father, the late James "Jack the Barber" Luiselli, was my finest coach, always there in the stands, consistently positive, and helping me in ways he probably never realized -I am forever indebted to him. I thank my wife, Dr. Tracy Evans Luiselli, for enduring my tales of athletic conquests long gone and commiserating with me during Patriots, Celtics, Bruins, and Red Sox games. Our daughter, Gabrielle Luiselli, has given us so much pleasure watching her perform on the ice and landing those combination jumps. And to our son, Thomas Luiselli, your exploits on the hockey rink and the lacrosse field fill us with pride -you and your sister are true champions! Dr. Reed acknowledges his father, David Reed, for being a patient trainer, an understanding coach, and most importantly, an unconditional fan and supporter. I thank my mentors, Dr. Thomas Critchfield, Dr. Brian Martens, and my co-editor, Dr. James Luiselli, for supporting my efforts to study the behavioral processes underlying athletic performance. Finally, I thank my wife, Dr. Florence DiGennaro Reed, for humoring me when I claim that my playing of football video games is for the sake of science.

show abstract

Effects of a Fluency-Building Program on the Reading Performance of Low-Achieving Second and Third Grade Students

Cited by 35 publications

References 17 publications

Building Oral Reading Fluency With Peer Coaching

Building Oral Reading Fluency With Peer Coaching

A randomised control trial of a Tier-2 small-group intervention (‘MiniLit’) for young struggling readers1

Behavioral Sport Psychology

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