Repeated reading and vocabulary-previewing interventions to improve fluency and comprehension for struggling high-school readers

Using an adapted alternating treatments design, this study compared the effects of two intervention conditions on the reading fluency, comprehension, and comprehension rate of six high‐school students reading below grade level. Students were repeatedly exposed to repeated reading (RR), repeated read...

Full description

Saved in:
Bibliographic Details
Published in:Psychology in the schools 2011-01, Vol.48 (1), p.59-77
Main Authors: Hawkins, Renee O., Hale, Andrea, Sheeley, Wesley, Ling, Stacy
Format: Article
Language:English
Subjects:
Comparative Analysis
Comprehension
Copyright
Fluency
High School Students
Instructional Effectiveness
Intervention
Interventions
Low Achievement
Previewing
Reading Achievement
Reading Comprehension
Reading Difficulties
Reading Fluency
Vocabulary
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Using an adapted alternating treatments design, this study compared the effects of two intervention conditions on the reading fluency, comprehension, and comprehension rate of six high‐school students reading below grade level. Students were repeatedly exposed to repeated reading (RR), repeated reading and vocabulary previewing (RR + VP), and no intervention control conditions. Dependent variables were assessed at the end of experimental sessions by using practiced passages. Both interventions had positive effects on reading performance as compared to the control condition. Results indicated that the RR + VP condition led to the greatest improvements in reading fluency for all participants. The RR + VP condition led to the highest reading comprehension levels for three participants, and the RR + VP and RR conditions resulted in similar comprehension levels for the other three participants. For five participants, reading comprehension rate was greatest under the RR + VP condition. Discussion focuses on future directions for research on reading interventions for high‐school students. © 2010 Wiley Periodicals, Inc.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.20545