Abstract
This study compares the effectiveness of two brief intervention programmes (word recognition & syllable recognition) aimed at increasing the reading rates of four pupils referred for reading problems. The two programmes used frequency-building procedures aimed at increasing reading rates for either common words (2 children) or common syllables (2 children); both programmes used precision teaching (PT) to monitor intervention effectiveness. All children also received speed reading support during the same period. Results showed that the two word recognition training participants made significant gains in overall reading skills; however, the two children receiving syllable recognition treatment did not improve on any of the measures. This study provides additional evidence for the effectiveness of PT and frequency-building procedures, and word recognition as well as support for the idea that successful reading interventions need not require expensive resources.
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