Abstract
The authors used a randomized design to investigate the effects of an enriched reading program, Schoolwide Enrichment Reading Model (SEM-R), with blocks of independent reading on oral reading fluency (ORF), reading comprehension, and attitudes toward reading for students in Grades 3-5. The authors used SEM-R in comparison with basal reading programs to investigate the addition of planned enrichment strategies and independent reading on students' reading achievement. Students and teachers were randomly assigned to either the SEM-R treatment with 1 hr of SEMR and 1 hr of basal instruction or to the control group with 2 hr of basal instruction. The authors found statistically significant differences favoring the SEM-R treatment group in ORF. These results suggest that an enriched reading program that challenges and engages students may produce higher ORF than a standard basal program.
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