Abstract
The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention deficit hyperactive disorder. Using a single-case experimental design, the intervention was monitored in four phases, including a baseline, intervention coupled with regular schooling, intervention only, and a return to baseline. The results indicated that the intervention combined with regular schooling improved his reading expression and rate and also his decoding skills, word knowledge, and reading comprehension. In conclusion, the authors offer Read Like Me as one more intervention that may be a viable option for teachers in their effort to support developing readers.
Highlights
The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading
DIBELS-ORF nor the Multidimensional Fluency Scale (MDFS) was administered during the first week of tutoring, as the student was assessed at the end of the week prior by the primary researcher
This study examined the effects of two intervention phases on a second-grade student’s reading development, including word recognition automaticity (WCPM), reading prosody, development, including word recognition automaticity (WCPM), reading prosody, decoding decoding skills, work knowledge, and reading comprehension
Summary
The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The results indicated that the intervention combined with regular schooling improved his reading expression and rate and his decoding skills, word knowledge, and reading comprehension. It is still used to frame studies in reading, especially those that examine practiced-based methods [3,4,5,6]. The purpose of this study was to explore the effectiveness of a newly developed practice-based reading intervention for struggling elementary readers. The intervention, Read Like Me, is a multifaceted approach comprised of several researched interventions, including reading aloud, repeated readings, assisted reading, and the gradual release of responsibility. In light of the significant impact that the methods have on students’ reading, the methods were combined to create a synergistic and potentially effective intervention
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