Abstract
This study evaluated the effects of a repeated reading (RR) intervention on the oral reading fluency and comprehension of six urban fourth and fifth-grade students with and at risk for emotional or behavioral disorders (EBD). A multiple baseline design across subjects was used to study RR effects according to gains in reading fluency, comprehension, and generalization to unpracticed passages under covert and overt timing conditions. Results indicated that all students improved both reading fluency (i.e., speed and accuracy) and comprehension when participating in RR. Improvements were also observed on the unpracticed generalization passages; the addition of overt timing and charting produced the greatest improvements. These gains were confirmed through administration of standardized tests in reading. Findings are described according to the beneficial effects of RR and the relative advantages of peer-mediated interventions with students with EBD.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
