Incorporating student choice is an effective intervention to improve task engagement that may also promote skill and behavioral generalization. In this study, we evaluated the effectiveness of a reading fluency intervention that incorporated student choice of topic and instructional passages using a delayed multiple baseline across student design.…

Various explicit reading support cues, such as gloss, QR codes and hypertext annotation, have been embedded in e-books designed specifically for fostering various aspects of language development. However, explicit visual cues are not always reliably perceived as salient or effective by language learners. The current study explored the efficacy of…

People have greater difficulty reading academic textbooks on screen than on paper. One notable problem is that they cannot construct an effective cognitive map because of the lack of contextual information cues and ineffective navigational mechanisms in e-books. To support the construction of cognitive maps, this paper proposes the visual cue map,…

This study examined effects of goal setting, frequency of progress monitoring, and method of evaluating progress on the number of instructional change prompts generated by reading-curriculum-based measurements (CBM). Participants were 31 high-incidence special education students in grades 2-6 selected from 8 schools. Following baseline…

Teachers involved in literacy instruction are continuously involved in decision-making about the methods of instruction and the curriculum materials to employ with their students, and how to respond to their students' efforts along the road to skilled reading. There are various cues to which they may respond, but recent research suggests that some…

As in processing oral speech, proficient reading involves "chunking" written texts into meaningful phrase units. Unlike oral speech, however, cues for segmenting the written text at the proper points are not clearly marked in the text. One method for helping readers identify and use phrase boundaries is to mark such boundaries in the…

A study explored the effects of prequestions (questions provided prior to reading) and the influence of a prediction strategy upon the amount and types of information recalled by children in grades three through six. Subjects, 188 students in grades three through six who were reading at third grade level or above, read a 900-word expository…

To determine the effects of repeated readings with cues on reading fluency and comprehension, a study was conducted on 30 third grade students reading at or above grade level, utilizing three equally difficult passages. Half the children were told to read for meaning, and the other half were cued to read for speed and accuracy. These cues were…

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…