Primary students who struggle to read need incentive to redirect their mindset back onto the productive path of daily reading. Reading is daunting to the youngest readers who experience difficulties because the act of reading is difficult and tiresome. Effective reading engagement programs motivate these readers to read on a daily basis and…

Teachers have used the method of repeated readings to build oral reading fluency in students with and without special needs. A new fluency building intervention called interval sprinting uses shorter timing intervals (i.e., sprints) across a passage. This study used an alternating treatment design to compare repeated readings and interval…

In the present study, it was aimed to explore effects of repeated reading fluency intervention with performance based feedback on a student with reading difficulty. In the research, it was studied with a student having reading difficulties determined prior to intervention. During the intervention which lasted 38 hours, the activities including…

This case study examined the effectiveness of three fluency interventions (i.e., repeated reading, audio listening passage preview and teacher modeled listening passage preview) with a fifth grade student struggling with fluency skills. When compared to baseline, each intervention increased oral reading fluency by the end of the 7 weeks of…

Struggling readers often lack fluency and motivation and many exhibit dyslexic characteristics. Often these children sit undiagnosed in regular education classroom with interventions that are limited in scope and fail to have the motivational element which will encourage these struggling readers to actively engage in reading and writing. Students…

The benefits of engaging with age-appropriate reading materials in classroom settings are numerous. For example, students' comprehension is developed as they acquire new vocabulary and concepts. The Common Core requires all students have daily opportunities to engage with "complex text" regardless of students' decoding levels. However,…

This case study examined the effectiveness of three fluency interventions (i.e., repeated reading, audio listening passage preview and teacher modeled listening passage preview) with a fifth grade student struggling with fluency skills. When compared to baseline, each intervention increased oral reading fluency by the end of the 7 weeks of…

In the present study, it was aimed to explore effects of repeated reading fluency intervention with performance based feedback on a student with reading difficulty. In the research, it was studied with a student having reading difficulties determined prior to intervention. During the intervention which lasted 38 hours, the activities including…

This research is a case study which is a qualitative study model and named as example event as well. The purpose of this research is determining the effect of word repetitive reading method supported with neurological affecting model on fluent reading. In this study, False Analysis Inventory was used in order to determine the student's oral…

This study attempted to determine whether giving lower performing tutors preferential instruction over their higher performing tutees before they engage in peer tutoring sessions may help increase the reading achievement for these lower performing tutors. The preferential instruction consisted of giving adult-delivered instruction in a targeted…

At school, Salem, (pseudonym) was below his reading level but above his writing level according to his teacher. At home, his father perceived Salem as a proficient reader capable of working independently. From the author's point-of-view, Salem needed to revalue himself as a reader through understanding that his miscues are an attempt to construct…

Describes six strategies for implementation in a reading remediation program for dyslexic children. Provides an example and rationale. Discusses reading difficulties most often found in dyslexic children. (RS)

Suggests that deficiencies in learning to read are in the flawed philosophy and method of beginning reading instruction rather than a deficiency in the individual. Implements a comprehensive program based on interpretations of reading teaching techniques from the 16th through the 19th century. Finds that children learned to spell, read, and…

Describes three strategies to help teachers accommodate the learning styles of poor readers: language experience, mapping, and recorded books. (SR)

Presents data collected from an assessment of the reading skills of 19 elementary students diagnosed with an attention deficit disorder. Offers recommendations for interventions based on the results of the assessment. Discusses teaching techniques and strategies that address the specific reading deficits reflected in the data. (SR)