Maximizing Repeated Readings: the Effects of a Multicomponent Reading Fluency Intervention for Children with Reading Difficulties

Wu, Shengtian; Stratton, Kasee K.; Gadke, Daniel L.

doi:10.1007/s40688-019-00248-x

Cited by 8 publications

(15 citation statements)

References 27 publications

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“…The results of SCD studies that received meets design standards or meets design standards with reservations, but lacked evidence of effect, are presented in Table 5. Six SCD studies received does not meet design standards and were deemed ineligible for further review of evidence of an effect, according to the WWC design standards (Edwards & Lambros, 2018;Hawkins et al, 2011;Kostewicz & Kubina, 2011;Lingo, 2014;Powell & Gadke, 2018;Wu et al, 2020). We synthesize the results of the 11 studies (i.e., four group design and the seven single-case designs meeting design standards) by the predominant component of each fluency intervention: RR with a model (e.g., LPP), RR without a model, or a fluency intervention that did not use RR (e.g., multicomponent/instructional package, Readers Theater).…”

Section: Resultsmentioning

confidence: 99%

Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

2021

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This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions.

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Section: Resultsmentioning

confidence: 99%

Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

2021

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“…Direct comparisons of connected text versus word‐reading focused remedial programs are needed to better understand potential differential effects. The efficacy of the multicomponent program examined in this study, largely targeting skills related to word and sublexical reading accuracy and speed, does bring into question demands for interventions with a more exclusive focus on connected text‐reading for students with impairments in fluency (e.g., Chard et al, 2002, 2009; Wu, Stratton, & Gadke, 2020; Zimmermann, Reed, & Aloe, 2019), with or without accuracy deficits.…”

Section: Discussionmentioning

confidence: 97%

Improving English reading fluency and comprehension for children with reading fluency disabilities

Metsala

David

2021

Dyslexia

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In the English language, students who read words accurately but have impairments in reading fluency are under‐studied. The associated difficulties they have with comprehending text make it particularly important to delineate effective interventions for these students. Counter to suggestions that these readers need interventions focused on text reading, we examined the effects of a decoding‐focused intervention. The intervention targeted decoding‐related skills, including speeded training on sublexical spelling patterns. We examined the efficacy of this program for students with fluency‐defined disabilities, and compared gains to those for students with accuracy‐defined disabilities. In the initial phase of the program, readers with fluency‐defined disabilities made greater gains in fluency, while readers with accuracy‐defined disabilities made larger gains in word reading accuracy. The mean fluency score for readers with fluency‐defined disabilities came within the average range across the intervention, as did reading comprehension for both groups. Readers' mastery on speeded learning of sublexical spelling patterns predicted unique variance in fluency outcomes, beyond variance accounted for by pre‐test fluency and word reading accuracy. The results support intervention approaches focused on decoding‐related skills for students who have fluency‐defined disabilities and are consistent with theories of reading fluency that identify a role for automaticity with sublexical spelling patterns.

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“…The purposes of the current study were to evaluate the efficacy of stand‐alone PSR, stand‐alone RR, and PSR as an intervention component to RR. To our knowledge, this was the first study that employed PSR as a reading fluency intervention and added a literature base toward the overall literature of VSM as a stand‐alone oral reading fluency intervention (Decker & Buggey, 2014; Egarr & Storey, 2021; Montgomerie et al, 2014; Robson et al, 2015; Wu & Gadke, 2017) and as an intervention component (Dowrick et al, 2006; Hitchcock et al, 2004; Wu & Gadke, 2017; Wu et al, 2018). Findings indicated that PSR could be an effective stand‐alone oral reading fluency intervention, yet its effect appeared to be questionable.…”

Section: Discussionmentioning

confidence: 99%

“…Most participants of the prior studies (Decker & Buggey, 2014; Egarr & Storey, 2021; Montgomerie et al, 2014; Robson et al, 2015; Wu & Gadke, 2017) improved oral reading fluency when receiving stand‐alone FFVSM reading fluency intervention. When it comes to the stand‐alone PSR in this study, Bryan showed a higher WCPM compared to the control condition as well as the baseline phase followed by the same discrepancy shown in the extended analysis phase.…”

Section: Discussionmentioning

confidence: 99%

“…Compared to a long history of the application of VSM on nonacademic skills (e.g., social and life skills), research regarding VSM as an oral reading fluency intervention is sparse (Prater et al, 2012). Thus far, FFVSM has been implemented as a stand‐alone intervention (e.g., Decker & Buggey, 2014) and an intervention component of multi‐component intervention packages (e.g., Dowrick et al, 2006) or RR (e.g., Wu & Gadke, 2017). In two earlier studies, Hitchcock et al (2004) and Dowrick et al (2006) examined the effect of FFVSM as an intervention component when added to a reading tutor program, the Accelerated Community Empowerment (ACE Reading), for 11 elementary students without disabilities and three elementary students with disabilities (i.e., specific learning disability and developmental delay).…”

Section: An Emerging Reading Fluency Intervention: Video Self‐modelingmentioning

confidence: 99%

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A preliminary evaluation of positive self‐review as an oral reading fluency intervention

Gadke

2023

Psychology in the Schools

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Video self-modeling (VSM) has been used to improve the social behaviors of students from diverse backgrounds.However, its application to reading fluency is still in the preliminary stage. VSM can be divided into feedforward VSM (FFVSM) and positive self-review (PSR). Previous studies examined the effect of stand-alone FFVSM and its effect when adding it to intervention packages or repeated reading (RR). However, no study has examined the effect of PSR on improving reading fluency. Following a baseline phase, an alternating treatments design compared the control, PSR, RR, and PSR + RR conditions. The comparisons evaluated the stand-alone effect of PSR and the effect of PSR as an intervention component when added to RR.The extended analysis and follow-up phase validated the most effective intervention identified in the alternating treatments phase for each participant and evaluated the long-term effect of the most effective interventions. Based on visual analysis and two effect size measurements (Nonoverlaps of All Pairs and Tau-U), PSR was found to be effective for only one of three elementary school students with disabilities. Moreover, RR was more effective than the stand-alone PSR for the participants. Practical implications, limitations, and future studies are discussed.

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Maximizing Repeated Readings: the Effects of a Multicomponent Reading Fluency Intervention for Children with Reading Difficulties

Cited by 8 publications

References 27 publications

Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

Improving English reading fluency and comprehension for children with reading fluency disabilities

A preliminary evaluation of positive self‐review as an oral reading fluency intervention

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