Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting

Abstract

Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant–vowel–consonant (CVC) word reading fluency. Participants included two third-grade students and one fourth-grade student from an urban elementary school receiving special education services. Delivered during the intervention block, the students practiced 5 to 8 min per day over 8 to 9 days per word list. The multiple probe design demonstrated an experimental effect for all three participants, with significant gains revealed on individual word lists, curriculum-based assessment, and curriculum-based measurement.

Fluency Training for Struggling Readers: Examining the Effects of a Tier-2 Intervention in Third Graders

“…While the improvement in self-concept was slightly larger for the intervention group, the absence of a significant interaction effect suggested that the change over time for both groups was comparable. Hence, the enhancement of students' selfconcept as readers may simply reflect the overall growth observed in both groups, as research shows that these go hand in hand [17,25,27].…”

“…This program resulted in a multicomponent reading fluency approach, encompassing techniques like challenging word exploration (focusing on phonological structure and meaning), model reading, eco reading, assisted reading, and both self and hetero assessment of reading abilities. Integrated motivational strategies included praise, effort reinforcement during each reading, timely corrective feedback, and post-assessment goal setting in every session [17,25]. Moreover, the inclusion of self-assessment via audio recordings, allowing students to evaluate facets like text reading accuracy, fluency, and prosody, served as a motivational lever.…”

“…Those students not responding to Tier-2 interventions often require more intensive, regular, and personalized assistance [6,9]. Yet, offering these Tier-3 interventions becomes challenging in resource-limited schools, primarily because Tier-3 interventions typically involve increased intensity and fewer students [17]. Hence, prompt identification of students struggling with reading is essential, along with immediate supplementary reading interventions to bolster their reading skills [6,18].…”

“…A study by Gersten et al [12] found no significant difference in reading outcomes based on the interventionist, demonstrating that various professionals can successfully implement Tier-2 interventions. To ensure intervention consistency, especially when multiple professionals are involved, specific procedures like training and creating standard intervention protocols can be adopted [17]. Additionally, tools such as observation quality ratings and checklists can be used [9].…”

“…To enhance reading motivation, especially among struggling readers, the implementation of strategies such as behavior-specific praise and consistent encouragement has been found to be effective [17]. Nevo et al [25] asserted that as students develop reading fluency, their motivation may evolve, primarily because fluency influences their perception of themselves as readers.…”