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Direct linkCartledge, Gwendolyn; Bennett, Jessica B.; Gallant, Dorinda J.; Ramnath, Rajiv; Keesey, Susan – Multiple Voices for Ethnically Diverse Exceptional Learners, 2015
The use of culturally relevant material for urban students with special education/reading risk is frequently promoted in the literature; however, the empirical evidence appears limited. This study included eight African American urban second-grade students who scored within the at-risk range on the DIBELS Oral Reading Fluency measure. The students…
Descriptors: Culturally Relevant Education, Special Education, At Risk Students, Reading Difficulties
Gibson, Lenwood; Cartledge, Gwendolyn; Keyes, Starr E. – Journal of Behavioral Education, 2011
This preliminary investigation examined the effects of a computerized supplemental reading program on the oral reading fluency, reading growth rates, and comprehension of 8 African American first graders. Participants were selected for this study according to scores within risk categories on the Dynamic Indicators of Basic Early Literacy Skills…
Descriptors: Urban Schools, Reading Comprehension, Intervention, Reading Fluency
Yurick, Amanda L.; Robinson, Porsha D.; Cartledge, Gwendolyn; Lo, Ya-yu; Evans, Trisha L. – Education and Treatment of Children, 2006
We conducted three experiments examining the effects of peer-mediated repeated readings on students' oral reading fluency and comprehension. Each repeated reading session consisted of students reading in pairs, alternating paragraphs, for 10 minutes. Students used a scripted correction procedure when errors occurred. Students then participated in…
Descriptors: Reading Strategies, Reading Fluency, Reading Comprehension, Experiments
