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Direct linkO'Connor, Rollanda E.; White, Annika; Swanson, H. Lee – Exceptional Children, 2007
In this research we evaluated two methods to improve the reading fluency of struggling readers. Poor readers in Grades 2 and 4 with (n = 17) and without (n = 20) learning disabilities were randomly assigned to one of two fluency practice variations or to a control group. Students in the treatments practiced reading aloud under repeated or…
Descriptors: Control Groups, Reading Comprehension, Reading Fluency, Reading Improvement
Peer reviewedFuchs, Douglas; Fuchs, Lynn S.; Thompson, Anneke; Al Otaiba, Stephanie; Yen, Loulee; Yang, Nancy J.; Braun, Mary; O'Connor, Rollanda E. – Journal of Educational Psychology, 2001
Examined effectiveness and feasibility of phonological awareness training, with and without a beginning decoding component. Teachers were assigned randomly to three groups: control, phonological awareness training, and phonological awareness training with beginning decoding instruction and practice. Group differences were identified at the end of…
Descriptors: Beginning Reading, Decoding (Reading), Individual Differences, Instructional Effectiveness
Download full textO'Connor, Rollanda E.; And Others – 1996
A study tested the long-term (end of Grade 1) effects of phonological skills treatment in kindergarten for children across a range of abilities. In Grade 1, 80 children from treatment and control classes participated in the study, along with 16 children in self-contained special education classes. In an earlier study with these same children, 6…
Descriptors: Comparative Analysis, Early Intervention, Educational Research, Grade 1
