Repeated readings using audiotaped material enhances oral reading in children with reading difficulties

Conte, Richard; Humphreys, R. Lee

doi:10.1016/0021-9924(89)90007-5

Cited by 15 publications

(22 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students continued with assisted RR until they could read the book easily without support. In a later study, Conte and Humphreys (1989) confirmed that RR training with audio-taped text enhanced reading accuracy in older poor readers (see also Morgan & Lyon, 1979;Young, Bowers, & MacKinnon, 1996).…”

mentioning

confidence: 58%

See 1 more Smart Citation

Promoting gains in reading fluency: a comparison of three approaches

2007

View full text Add to dashboard Cite

On the ground that reading fluency entails appropriate phrasing or prosody as well as facile word recognition, we investigated the effectiveness of textbased and word-based repeated readings procedures for promoting fluency of reading aloud and comprehension in second-grade children. Repeated readings of text printed with spaces between phrases and ends of lines at clause boundaries (phrase-cued text), repeated readings of text printed with conventional layout (standard text), and repeated readings of lists of difficult words from text were compared. Computer-based, guided repeated reading training intervened between a pretest and post-test reading of text. Each training condition led to significant benefits on one or more of the experimental measures obtained from reading aloud. Repeated readings with text resulted in greater gains in fluency than repeated readings with word lists. Reading with natural prosody was most strongly facilitated by repeated readings of phrase-cued text, which provided visible support for sentence structure.

show abstract

mentioning

confidence: 58%

“…Thus far, findings with regard to comprehension have been inconsistent. Some studies report that RR training with text improves comprehension (e.g., Bourassa, Levy, Dowin & Casey, 1998;Herman, 1985;O'Shea, Sindelar, & O'Shea, 1985 whereas others report no benefits (see Conte & Humphreys, 1989). Mixed results were reported by Dowhower (1987).…”

mentioning

confidence: 79%

Promoting gains in reading fluency: a comparison of three approaches

2007

View full text Add to dashboard Cite

show abstract

“…It is likely that when measures developed by researchers are used, effect sizes may be inflated (Swanson & Hoskyn, 1998), thereby compromising our confidence in the results because of a bias in the effects of intervention. Only four studies from this synthesis used standardized measures (Allinder et al, 2001;Carver & Hoffman, 1981;Conte & Humphreys, 1989. Fuchs et al, 1999.…”

Section: Resultsmentioning

confidence: 99%

“…Four of the nineteen studies in this synthesis used random assignment of students to treatment and comparison groups (Allinder, Dunse, Brunken, & Obermiller-Krolikowski, 2001;Conte & Humphreys, 1989;Homan, Klesius, & Hite, 1993;O'Shea, Sindelar, & O'Shea, 1987).…”

Section: Resultsmentioning

confidence: 99%

“…Effect size, d, is reported for treatment/comparison studies with the descriptive findings below. Conte and Humphreys (1989) • T1: In repeated reading with audiotape, the teacher and student previewed the text; student listened to a short passage once or twice and then began to track the words in the book as they were read on tape. The student reads the passage along with the tape and then without the tape (n = 13) • C: Students read from basal readers (n = 13) • T1: Students were given a cue to read quickly and accurately.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A synthesis of fluency interventions for secondary struggling readers

et al. 2007

View full text Add to dashboard Cite

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.

show abstract

Audiobooks, Print, and Comprehension: What We Know and What We Need to Know

Singh

Alexander

2022

Educ Psychol Rev

View full text Add to dashboard Cite

Repeated readings using audiotaped material enhances oral reading in children with reading difficulties

Cited by 15 publications

References 11 publications

Promoting gains in reading fluency: a comparison of three approaches

Promoting gains in reading fluency: a comparison of three approaches

A synthesis of fluency interventions for secondary struggling readers

Audiobooks, Print, and Comprehension: What We Know and What We Need to Know

Contact Info

Product

Resources

About