The Reading Fluency and Comprehension of Fifth- and Sixth-Grade Struggling Readers Across Brief Tests of Various Intervention Approaches

Although several different reading fluency intervention approaches appear promising for adolescents who are struggling readers, few studies have directly compared various approaches. The purpose of this study was twofold: 1) to determine the relative effects of word-oriented, fluency-oriented, compr...

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Bibliographic Details
Published in:Reading psychology 2015-10, Vol.36 (7), p.545-578
Main Authors: Wagner, Dana L., Espin, Christine A.
Format: Article
Language:English
Subjects:
Achievement Tests
Effect Size
Elementary School Students
Grade 5
Grade 6
Intermediate Grades
Interrater Reliability
Intervention
Multivariate Analysis
Outcomes of Education
Reading Aloud to Others
Reading Comprehension
Reading Difficulties
Reading Fluency
Reading Instruction
Scores
Scoring
Student Evaluation
Suburban Schools
United States (Midwest)
Woodcock Johnson Tests of Achievement Revised
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Summary:Although several different reading fluency intervention approaches appear promising for adolescents who are struggling readers, few studies have directly compared various approaches. The purpose of this study was twofold: 1) to determine the relative effects of word-oriented, fluency-oriented, comprehension-oriented, and multi-component interventions on the reading fluency performance of fifth and sixth grade struggling readers; and 2) to examine the concomitant effects of each intervention approach on comprehension. A within participant design, where all 29 participants received all interventions, was used. Outcomes were measured using instructional and transfer materials. The results provide support for a fluency-oriented and multi-component approach.
ISSN:0270-2711
1521-0685
DOI:10.1080/02702711.2014.927812