Promoting Generalization of Reading: A Comparison of Two Fluency-Based Interventions for Improving General Education Student’s Oral Reading Rate

Abstract

The generalization effects of empirically-supported fluency-based reading interventions have been largely ignored. The purpose of this study was to evaluate the effects of two fluency-based reading interventions, Repeated Readings and Multiple Exemplars, on elementary-aged children’s immediate and generalized oral reading fluency rate. Using a within-subjects group design, a total of 42 second (n = 25) and fourth (n = 17) grade general education students were administered both interventions and their generalized responding to passages containing high word and medium word overlap was assessed. Results indicated that children’s oral fluency on intervention passages was significantly greater during the Repeated Readings intervention. However, children’s oral reading fluency on generalization passages containing medium word overlap was significantly greater following the Multiple Exemplars intervention. This difference was however possibly due to the Multiple Exemplar medium word overlap passage being easier for students to read. No significant differences between the two interventions were observed in children’s oral reading fluency on generalization passages containing high word overlap. Implications and limitations of the study are discussed in relation to improving students’ reading fluency on generalization passages.