The purpose of this investigation was to examine the efficacy of repeated readings on the oral reading fluency rate and reading comprehension accuracy of high school students with specific learning disabilities. The participants included three tenth and eleventh grade students with specific learning disabilities in a study skills resource…

For this content analysis study, the author examined and cross-compared the various ways in which eight informal reading inventories (IRIs) published from 2004 to 2008 address key issues relevant to new U.S. federal guidelines and the National Reading Panel's five critical components of reading instruction. Results suggest the IRIs range in…

This study examined effects of a repeated reading intervention, Quick Reads, with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn randomly assigned to treatment (paired tutoring, n = 82)…

This study examined the effects of assisted-repeated reading on four first-grade students whose reading ability varied (a special education student, a non-classified poor reader, an English Language Learner (ELL) student, and a general education student) to determine if an assisted-repeated reading intervention is differentially effective for…

The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities using empirically derived reading interventions. Brief experimental analyses were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the…

Literacy skills of 1st grade children were assessed; one group received instruction in phonemic awareness in kindergarten, while one group did not. Both groups received phonemic awareness instruction during 1st grade. At the beginning of 1st grade, the group with early phonemic awareness training scored higher on phoneme segmentation and had fewer…

Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program. According to the developer's web site, it is designed to be incorporated into the existing curriculum with the goal of improving the academic performance of children with diverse academic needs. Teachers train students to use PALS procedures. Students partner with peers,…

Many students with disabilities require specialized instructional interventions and frequent progress monitoring in reading. The guided repeated oral reading technique promotes oral reading fluency while providing a reliable data-based monitoring system. This article emphasizes the importance of problem-solving when using this reading approach.

As part of a larger study on developing children's reading fluency in the classroom, a program was introduced to help parents understand the importance of fluency and participate in fluency-related activities with children at home. The Family Fluency Program included activities similar to those that the children were doing in school, with some…

The authors used a randomized design to investigate the effects of an enriched reading program, Schoolwide Enrichment Reading Model (SEM-R), with blocks of independent reading on oral reading fluency (ORF), reading comprehension, and attitudes toward reading for students in Grades 3-5. The authors used SEM-R in comparison with basal reading…

Reviews theory and research relating to fluency instruction and development. Found that fluency instruction is generally effective; assisted approaches seem to be more effective than unassisted approaches; repetitive approaches do not seem to hold a clear advantage over nonrepetitive approaches; and effective fluency instruction moves beyond…

This article reports findings from a longitudinal investigation of predictors of reading achievement for English-language learners receiving reading instruction in an English-language curriculum. Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments, the study examined the predictive relationships of various measures of…

This study assessed the efficacy of experimental analysis for determining a best intervention program for improving oral reading fluency for students with learning disabilities. Following a two-session baseline condition, four treatments to increase reading fluency (repeated reading, listening passage preview, repeated reading with easier…

Reading fluency has been described as one of the essential ingredients for ensuring that students become successful readers. Unfortunately, a large number of elementary-aged students in this country do not fluently read age-appropriate material. Because of this, small-group interventions are practical and more time efficient than individualized…

The purpose of this study was to compare two oral reading fluency treatments (repeated readings and phrase drill error correction) which differ in the way they prompt student responding. Repeated readings (RR) and phrase drill (PD) error correction were alternated with a baseline and a reward condition within an alternating treatments design with…