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Direct linkHawkins, Renee O.; Hale, Andrea; Sheeley, Wesley; Ling, Stacy – Psychology in the Schools, 2011
Using an adapted alternating treatments design, this study compared the effects of two intervention conditions on the reading fluency, comprehension, and comprehension rate of six high-school students reading below grade level. Students were repeatedly exposed to repeated reading (RR), repeated reading and vocabulary previewing (RR + VP), and no…
Descriptors: Reading Difficulties, Reading Achievement, Low Achievement, Reading Comprehension
Hale, Andrea D.; Hawkins, Renee O.; Sheeley, Wesley; Reynolds, Jennifer R.; Jenkins, Shonna; Schmitt, Ara J.; Martin, Daniel A. – Psychology in the Schools, 2011
Many reading comprehension measures require the student to read silently. When students read silently, important information (e.g., consistent reading errors) may not be identified. It may also be difficult to detect a student who is choosing not to read the passage. For this reason, investigating whether there is a significant difference in…
Descriptors: Elementary School Students, Silent Reading, Reading Aloud to Others, Grade 1
Hale, Andrea D.; Henning, Jaime B.; Hawkins, Renee O.; Sheeley, Wesley; Shoemaker, Larissa; Reynolds, Jennifer R.; Moch, Christina – Psychology in the Schools, 2011
This study was designed to investigate the validity of four different aloud reading comprehension assessment measures: Maze, comprehension questions, Maze accurate response rate (MARR), and reading comprehension rate (RCR). The criterion measures used in this study were the Woodcock-Johnson III Tests of Achievement (WJ-III ACH) Broad Reading…
Descriptors: Middle School Students, Reading Aloud to Others, Reading Tests, Reading Comprehension
