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Direct linkBlonder, Megan; Skinner, Christopher H.; Ciancio, Dennis; Cazzell, Samantha; Scott, Katie; Jaquett, Carrie; Ruddy, Jonah; Thompson, Kelly – Contemporary School Psychology, 2019
Researchers have evaluated the effects of repeated reading and listening-while-reading interventions on oral reading fluency and comprehension, and have compared the effects of these two interventions on indirect measures of comprehension. The current study was designed to extend this research by evaluating and comparing the effects of these two…
Descriptors: Reading Comprehension, Accuracy, Reading Rate, Repetition
Schall, Megan; Skinner, Christopher H.; Cazzell, Samantha; Ciancio, Dennis; Ruddy, Jonah; Thompson, Kelly – Contemporary School Psychology, 2016
Middle-school students completed a comprehension assessment. The following day, they read four, 120-word passages, two standard and two non-standard ransom-note passages with altered font sizes. Altering font sizes increased students' reading time (i.e., reduced reading speed) by an average of 3 s and decreased students' words correct per minute…
Descriptors: Oral Reading, Reading Fluency, Reading Comprehension, Reading Rate
Hale, Andrea D.; Skinner, Christopher H.; Wilhoit, Brian; Ciancio, Dennis; Morrow, Jennifer A. – Journal of Psychoeducational Assessment, 2012
Maze and reading comprehension rate measures are calculated by using measures of reading speed and measures of accuracy (i.e., correctly selected words or answers). In sixth- and seventh-grade samples, we found that the measures of reading speed embedded within our Maze measures accounted for 50% and 39% of broad reading score (BRS) variance,…
Descriptors: Reading Rate, Accuracy, Cloze Procedure, Multiple Choice Tests
