Promoting Generalization of Oral Reading Fluency: Providing Drill versus Practice Opportunities

Comparison of Repeated and Two Non-Repeated Readings Conditions on Reading Abilities of Students with Emotional and/or Behavioral Disabilities

“…Even with the consistent positive relation between ASR and student learning, only a limited number of studies had directly compared repeated reading to equal amounts of non-repetitive text by controlling the time spent reading or number of words read across the repeated reading and non-repeated reading conditions (e.g., Alber-Morgan, et al, 2007;Ardoin, McCall, & Klubnik, 2007;Homan, Klesius, & Hite, 1993;Mathes & Fuchs, 1993;Rashotte & Torgesen, 1985;Von Bon, Boksebold, Font Freide, & Van Den Hurk, 1991).…”

“…The limited number of studies (mostly dated) controlled the number of words read across and repeated readings and non-repeated readings includes Ardoin et al (2007), Homan et al (1993), Rashotte and Torgesen (1985), Therrien, et al (2008) and Van Bon et al (1991). In this study, the condition in which the participants read equal amounts of non-repetitive text equal in number of words to the three readings in the repeated readings conditions is referred to as equivalent non-repetitive readings.…”

“…Additionally, there were no differences in fluency gains during the generalized sessions. Ardoin et al (2007) examined the effects of a high word overlap (similar to equivalent non-repeated readings) condition and a repeated readings condition on the fluency to generalized passages for six third-grade students. In both conditions, students were timed while reading the third (of six) passage (generalization passage), and then error correction was provided on the first passage.…”

“…In reviewing these four studies (i.e., Ardoin et al, 2007;Homan et al, 1993;Rashotte & Torgesen, 1985;Van Bon et al, 1991) that compared repeated readings and a type of equivalent non-repeated readings some factors should be considered. Ardoin et al (2007) included additional components such as earning tokens during reading sessions, syllable segmenting, and blending drills as part of their repeated and sequential readings conditions.…”

“…Ardoin et al (2007) included additional components such as earning tokens during reading sessions, syllable segmenting, and blending drills as part of their repeated and sequential readings conditions. Therefore, any differences due to repeated and equivalent non-repeated readings might have been affected by these other elements used in the conditions.…”