The Use of Repeated Reading with Computer Modeling to Promote Reading Fluency with Students Who Have Physical Disabilities

Abstract

The ability to read fluently is a critical skill that allows the reader to concentrate on the meaning of the text. It also can contribute to a successful reading experience. However, students with physical disabilities may have difficulty reading fluently due to any number of functional, psychosocial, or environmental factors that can accompany a physical disability. Although instructional methods to increase reading fluency do exist, the research investigating these methods is typically done with other populations of students. This study employed a changing criterion design to examine the use of a treatment package consisting of repeated reading with computer modeling, error correction, and performance feedback on improving reading fluency, accuracy, and comprehension with students with cerebral palsy. An analysis of the data demonstrated that all students were able to increase reading fluency, accuracy, and comprehension from first to final readings within a session (positive nontransfer effects). Analysis of the percentage of nonoverlapping data revealed that three of the four students also showed slight increases in reading fluency on novel passages (positive transfer effects).