Abstract
This study evaluated the effectiveness of high school tutors’ implementation of Great Leaps Reading (Campbell, 1998), a reading fluency supplementary instructional program. The program consists of three sections: phonics, sight word phrases, and story passages. Daily 15-minute tutoring sessions involved repeated 1-minute timings of oral reading, immediate feedback, and tutee participation in graphing their own fluency data. Four high school tutors and four sixth grade special education students with mild disabilities served as participants. Data were collected on the within-program phonics, sight phrases, and story passages. The generalization measure was oral reading fluency on grade-level expository reading material after every third session. One replication of a multiple probe design across students was used to evaluate the procedure. Results included successful program implementation by the tutors, improved oral reading fluency by the tutees, and positive reactions to the sessions by both groups of students.
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