Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria
This study examined the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF), comprehension, and generalization of second graders who were at risk for reading failure. Six students received the...
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Veröffentlicht in: | Education & treatment of children 2016-05, Vol.39 (2), p.141-172 |
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creator | Keyes, Starr E. Cartledge, Gwendolyn Gibson, Lenwood Robinson-Ervin, Porsha |
description | This study examined the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF), comprehension, and generalization of second graders who were at risk for reading failure. Six students received the Read Naturally Software Edition (RNSE) treatment passages three to four times a week for 7 to 12 weeks. A multiple baseline across participants design with embedded changing criteria tactics revealed ORF increases for all six participants. AIMSweb stories and classroom reading materials were used to assess clinical and classroom generalization. Five of the six participants increased their ORF on both generalization measures. Comprehension assessments revealed mixed results. Implications for urban students, generalization, limitations, and future research are discussed. |
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Six students received the Read Naturally Software Edition (RNSE) treatment passages three to four times a week for 7 to 12 weeks. A multiple baseline across participants design with embedded changing criteria tactics revealed ORF increases for all six participants. AIMSweb stories and classroom reading materials were used to assess clinical and classroom generalization. Five of the six participants increased their ORF on both generalization measures. Comprehension assessments revealed mixed results. 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Six students received the Read Naturally Software Edition (RNSE) treatment passages three to four times a week for 7 to 12 weeks. A multiple baseline across participants design with embedded changing criteria tactics revealed ORF increases for all six participants. AIMSweb stories and classroom reading materials were used to assess clinical and classroom generalization. Five of the six participants increased their ORF on both generalization measures. Comprehension assessments revealed mixed results. Implications for urban students, generalization, limitations, and future research are discussed.</description><subject>Adaptive learning (Computer assisted)</subject><subject>CAI</subject><subject>Cognitive Ability</subject><subject>Cognitive Tests</subject><subject>Computer Assisted Instruction</subject><subject>Computer Software</subject><subject>Computers</subject><subject>Dynamic Indicators of Basic Early Literacy Skills (DIBELS)</subject><subject>Education</subject><subject>Elementary School Students</subject><subject>Emergent Literacy</subject><subject>EXPERIMENTAL STUDIES</subject><subject>Generalization</subject><subject>Grade 2</subject><subject>Instructional Effectiveness</subject><subject>Intelligent tutoring systems</subject><subject>Intervention</subject><subject>Low Income</subject><subject>Oral Reading</subject><subject>Phonics</subject><subject>Pretests Posttests</subject><subject>Professional development</subject><subject>Reading</subject><subject>Reading Comprehension</subject><subject>Reading Failure</subject><subject>Reading Fluency</subject><subject>Reading Instruction</subject><subject>Reading Materials</subject><subject>Reading Skills</subject><subject>Reading Tests</subject><subject>Researchers</subject><subject>Skills</subject><subject>Statistical Analysis</subject><subject>Student Characteristics</subject><subject>Students with disabilities</subject><subject>Studies</subject><subject>Study and teaching</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>United States (Midwest)</subject><subject>Urban Areas</subject><subject>Urban schools</subject><subject>Vocabulary development</subject><subject>Woodcock Johnson Tests of Cognitive 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Ability</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Keyes, Starr E.</creatorcontrib><creatorcontrib>Cartledge, Gwendolyn</creatorcontrib><creatorcontrib>Gibson, Lenwood</creatorcontrib><creatorcontrib>Robinson-Ervin, Porsha</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Gale In Context: High School</collection><collection>Gale In Context: Canada</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University 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Porsha</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1096515</ericid><atitle>Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria</atitle><jtitle>Education & treatment of children</jtitle><addtitle>Education & Treatment of Children</addtitle><date>2016-05-01</date><risdate>2016</risdate><volume>39</volume><issue>2</issue><spage>141</spage><epage>172</epage><pages>141-172</pages><issn>0748-8491</issn><issn>1934-8924</issn><eissn>1934-8924</eissn><abstract>This study examined the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF), comprehension, and generalization of second graders who were at risk for reading failure. Six students received the Read Naturally Software Edition (RNSE) treatment passages three to four times a week for 7 to 12 weeks. A multiple baseline across participants design with embedded changing criteria tactics revealed ORF increases for all six participants. AIMSweb stories and classroom reading materials were used to assess clinical and classroom generalization. Five of the six participants increased their ORF on both generalization measures. Comprehension assessments revealed mixed results. Implications for urban students, generalization, limitations, and future research are discussed.</abstract><cop>New York</cop><pub>West Virginia University Press</pub><doi>10.1353/etc.2016.0011</doi><tpages>32</tpages></addata></record> |
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subjects | Adaptive learning (Computer assisted) CAI Cognitive Ability Cognitive Tests Computer Assisted Instruction Computer Software Computers Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Education Elementary School Students Emergent Literacy EXPERIMENTAL STUDIES Generalization Grade 2 Instructional Effectiveness Intelligent tutoring systems Intervention Low Income Oral Reading Phonics Pretests Posttests Professional development Reading Reading Comprehension Reading Failure Reading Fluency Reading Instruction Reading Materials Reading Skills Reading Tests Researchers Skills Statistical Analysis Student Characteristics Students with disabilities Studies Study and teaching Teachers Teaching Methods United States (Midwest) Urban Areas Urban schools Vocabulary development Woodcock Johnson Tests of Cognitive Ability |
title | Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria |
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