Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the…

Reading fluency is a skill, which is closely linked to reading comprehension. Learners' struggle with fluency in reading can be a significant hurdle to proficiency in their overall reading comprehension and competency. This paper, based on the thematic analysis approach, presents some theoretically pedagogical strategies discovered for developing…

Discusses the practice of listening to children read aloud as a method of improving reading skills. Demonstrates that the phenomenon is not a simple, fixed treatment to be assessed on limited dependent variables. Concludes that in current evaluations there is insufficient analysis of the practice to do justice to possible effects and to help…

Several considerations need to be made when monitoring student reading progress using Curriculum-Based Measurement: the instructional level of the student, the goal set for the student, and the material selected. This study examines whether similar material or challenging material would be the most sensitive for progress monitoring of student oral…

In this case study, a child's parent was recruited to provide additional opportunities for reading practice. The child's sight word knowledge reliably increased and the child's reading fluency showed marked improvement throughout the intervention. Results demonstrate that a parent can be taught to implement reliably a reading program to provide…

An informal study of four fourth and fifth grade poor readers was undertaken (1) to compare the repeated reading method of instruction with the method of teaching children to recognize lists of words rapidly and (2) to develop an approach that might be helpful in studying the effects of prosodic cues and their contributions to the repeated reading…

In the neurological impress method the teacher sits slightly behind the child, a book is held jointly, and the teacher and child read aloud simultaneously with the teacher directing his/her voice into the child's ear as the child slides a finger along each line following the words as they are spoken. No attempt is made to teach sounds or word…

Noting that the Neurological Impress Method (NIM) of reading instruction has been shown to be an effective intervention strategy for use with remedial readers, this paper examines the theoretical and empirical validity of NIM techniques. The discussion focuses on (1) a procedural description of the technique, which involves having student and…

The purpose of this study was to (a) examine how the reading skills of children at-risk are affected by tutoring by preservice reading endorsement students, (b) to identify differences by setting, gender and grade level, and to (c) identify effective strategies and influences on student success in a four-month tutoring program. Data were collected…

Reviews reading research in Great Britain in 1987, focusing on: parental involvement; preschool literacy; oral reading; remedial reading; writing, spelling, and handwriting; word recognition; comprehension; reading and thinking; and reading schemes. Suggests that future literacy research should reflect alternative means of investigation and a…