Effects of a Reading Fluency Intervention for Middle Schoolers With Specific Learning Disabilities

Mercer, Cecil D.; Campbell, Kenneth U.; Miller, M. David; Mercer, Kenneth D.; Lane, Holly B.

doi:10.1207/sldrp1504_2

Cited by 100 publications

(98 citation statements)

References 34 publications

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“…Given evidence that reading fluency improves through a variety of different types of interventions involving teacher, parent or peer-tutored reading (for example, see [80,89,[92][93][94]), both in children with learning disabilities [88,[109][110][111][112] and in children without learning disabilities [82,87,88], a major issue is whether reading fluency can be addressed solely through fluency-focused reading strategies (for example, see [79,113]) or whether it also needs to be addressed through building connections between the processes involved in reading, writing and spelling, as well as focus on language and reading comprehension [99,114,115].…”

Section: Learning Disabilities -An International Perspectivementioning

confidence: 99%

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part One: Theory and Assessment

Potter¹

2017

Learning Disabilities - An International Perspective

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The current chapter is the first of two chapters in this book to describe an instructional programme based on Luria's theories, which can be used to develop basic skills and automaticity in reading, as well as basic skills and automaticity in writing and spelling. This chapter focuses on the theory behind the programme and then describes how assessment is used to develop an individual programme relating to both basic skill and fluency needs in reading, writing and spelling. The process is illustrated with one detailed case study, in which instructional needs identified in the assessment process are linked to particular areas of the programme. The results of this child and other case studies are then presented in the second chapter, Developing Automaticity in Children with Learning Disabilities:A Functional Perspective. Part Two: Programme Methods and Materials, in which the results of children exposed to the programme are analysed to identify key implementation variables affecting the development of reading, writing and spelling fluency.

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Section: Learning Disabilities -An International Perspectivementioning

confidence: 99%

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part One: Theory and Assessment

Potter¹

2017

Learning Disabilities - An International Perspective

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“…These strategies were implemented within the context of repeated reading with phrase drill error correction because repeated readings have been scientifically supported for ensuring fluent reading Daly, Murdoch, Lillenstein, Webber, & Lentz, 2002;Mercer, Campbell, Miller, Mercer, & Lane, 2000;O'Shea, Sindelar, & O'Shea, 1985;Staubitz, Cartledge, Yurick, & Lo, 2004;Valleley & Shriver, 2003;Vaughn et al, 2000) as well as for having a positive effect on reading comprehension (see Therrien, 2004, for a review). Phrase drill has been a particularly helpful error-correction method for students while they are engaged in repeated readings of connected text (Begeny, Daly, & Valleley, 2006;Daly, Martens, Dool, & Hintze, 1998).…”

Section: Passage Reviewmentioning

confidence: 99%

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

Schisler

Joseph

Konrad

et al. 2009

Psychology in the Schools

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The purpose of this study was to compare the instructional effectiveness and efficiency of oral retelling, written retelling, and passage review comprehension strategies on third-grade students' accuracy and rate of answering reading comprehension questions. A modified alternating treatment design was used to compare the effects of oral retelling, written retelling, and passage review strategies. Each strategy occurred within the context of repeated readings with phrase drill error correction. This study extended previous research findings by examining the effects of oral and written retelling as strategies for improving both literal and inferential comprehension and by investigating the efficiency of retelling procedures. Findings revealed that students' accuracy in answering reading comprehension performance was better under both retelling conditions than the passage review condition. The oral retelling coupled with repeated readings and phrase drill error correction was the most efficient instructional method for answering comprehension questions correctly. C 2009 Wiley Periodicals, Inc.

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“…In the second single group study, conducted by Mercer, Cambell, Miller, Mercer, and Lane (2000), students were instructed in the Great Leaps Reading Program which consisted of having students repeat reading of phonics elements, sight word phrases and oral reading of connected text with graphing of oral reading fluency. Three groups of students participated in the intervention according to three varying periods of instruction (19-25, 10-18, and 6-9 months).…”

Section: Effects By Type Of Study Designmentioning

confidence: 99%

A synthesis of fluency interventions for secondary struggling readers

et al. 2007

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Previous research studies examining the effects of fluency interventions on the fluency and comprehension outcomes for secondary struggling readers are synthesized. An extensive search of the professional literature between 1980 and 2005 yielded a total of 19 intervention studies that provided fluency interventions to secondary struggling readers and measured comprehension and/or fluency outcomes. Findings revealed fluency outcomes were consistently improved following interventions that included listening passage previewing such as listening to an audiotape or adult model of good reading before attempting to read a passage. In addition, there is preliminary evidence that there may be no differential effects between repeated reading interventions and the same amount of non-repetitive reading with older struggling readers for increasing reading speed, word recognition, and comprehension.

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Effects of a Reading Fluency Intervention for Middle Schoolers With Specific Learning Disabilities

Cited by 100 publications

References 34 publications

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part One: Theory and Assessment

Developing Automaticity in Children with Learning Disabilities: A Functional Perspective Part One: Theory and Assessment

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

A synthesis of fluency interventions for secondary struggling readers

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