Teaching reading.

Daly, Edward J.; Kupzyk, Sara

doi:10.1037/13938-016

Cited by 3 publications

(2 citation statements)

References 39 publications

(55 reference statements)

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“…Fluent readers are able to focus on comprehending the text rather than concentrating on decoding (Adams, 1990; Allington, 1983; Kuhn & Stahl, 2003; Logan, 1997; National Institute of Child Health, & Human Development, 2000). Skills such as reading that are performed fluently tend to be remembered, generalised and maintained, supporting the development of other related and more advanced skills (Daly & Kupzyk, 2013; Hempenstall, 2009; Hudson, Lane, & Pullen, 2005).…”

mentioning

confidence: 68%

Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

2015

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Being able to read at a fluent rate confers many advantages on an individual in both educational and wider social contexts throughout life. To be a fluent reader means that the individual can sustain high accuracy while reading at a rate appropriate to the material and the setting, and implies the development of automaticity in the cognitive processes involved in reading. Fluency has not, however, been the focus of much research. In this study, an observational learning technique — feedforward video self-modelling (FFVSM) — was used to improve children's reading fluency. Eleven primary (elementary) school children aged between 72 and 108 months, four girls and seven boys, viewed edited video footage of themselves seemingly reading a difficult text at a fluent rate six times over a 2-week period. Reading performance (accuracy, comprehension and rate) was measured at pre- and post-test using the Neale Analysis of Reading Ability, and fluency and comprehension scores were measured across the intervention period using the Science Research Associates Reading Laboratory (SRA) graded reading texts. The results showed that the majority of the children improved their reading fluency, comprehension and accuracy as well as reader self-perception (a proxy measure of self-efficacy). These positive results suggest that FFVSM could be a rapid, cost-effective intervention to be used within educational settings to promote fluent reading.

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confidence: 68%

Effects of Feedforward Video Self-Modelling on Reading Fluency and Comprehension

2015

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“…ABA-based decoding interventions involve targeting phonemic awareness and the alphabetic principle (Daly & Kupzyk, 2013) and fall into the acquisition stage of the instructional hierarchy. Following the acquisition of decoding skills, reading fluency can be addressed, as discussed above.…”

Section: Read-aloud Accommodationsmentioning

confidence: 99%

Using Interventions to Increase Test Access: An Alternative to Accommodations?

Lovett

Fienup

2023

Assessment for Effective Intervention

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Students with disabilities are often given accommodations in testing situations (e.g., extended testing time). However, for many students with high-incidence disabilities, interventions can reduce the need for these accommodations, or serve as a helpful supplement to accommodations. Applied behavior analysis provides a framework for understanding how accommodations alter testing settings, as well as for developing related interventions. We review research on evidence-based interventions that can reduce the need for five common testing accommodations: extended testing time, separate room administration, test breaks, read-aloud, and dictated response. We conclude with suggestions for changes to school-based practice as well as remaining research needs.

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