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
Hauptverfasser: Keyes, Starr E., Cartledge, Gwendolyn, Gibson, Lenwood, Robinson-Ervin, Porsha
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container_end_page 172
container_issue 2
container_start_page 141
container_title Education & treatment of children
container_volume 39
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.
doi_str_mv 10.1353/etc.2016.0011
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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.</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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