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ERIC Number: EJ736475
Record Type: Journal
Publication Date: 2006-May
Pages: 9
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Effect of a Combined Repeated Reading and Question Generation Intervention on Reading Achievement
Therrien, William J.; Wickstrom, Katherine; Jones, Kevin
Learning Disabilities Research & Practice, v21 n2 p89-97 May 2006
Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random sampling. Instructional components and training were based on best practices reported in the literature. Students receiving intervention significantly improved their reading speed and ability to answer inferential comprehension questions on passages that were reread. Compared to the control group, students in the intervention group also made significant gains in oral reading fluency on independent passages.
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp.
Publication Type: Journal Articles; Reports - Research
Education Level: Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED502398