Adolescents with behavioral difficulties and emotional and behavior disorders (EBD) or other health impairment (OHI) have demonstrated deficits in reading, and these deficits appear to remain stable or worsen over time. Reading fluency is an essential skill for overall reading achievement, yet relatively few studies have addressed reading fluency intervention for adolescents, particularly adolescents with behavioral difficulties. This study used a multiple baseline across participants design to evaluate the effect of a repeated reading intervention on the reading fluency and comprehension skills of middle school students with reading difficulties and behavioral difficulties and EBD or OHI. The intervention involved repeated reading combined with an audio-recorded model and cues to read for comprehension. Working independently at a classroom computer, participants received six to nine minutes of daily supplemental fluency instruction over a four-week period. Instruction involved listening to an audio recording of a model reading a passage, receiving cues to read for understanding, reading the passage aloud while using the computer to record the reading, listening to the recording, and reading the passage aloud again while recording. Results indicated no functional relation between the intervention and the number of words correct per minute or the percentage of comprehension questions answered correctly. However, on-task behavior did improve during study session when compared with on-task behavior during regular classroom instruction. The findings of the study have implications for addressing the needs of adolescents with behavioral difficulties who have reading difficulties.

Abstract The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time. The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading Inventory – 5 (QRI-5; Leslie & Caldwell, 2011) measured the following fluency components: Word Recognition in Isolation (WRI), both Correct Automatic and Total Number Correct, Word Recognition in Context (WRC), and reading rate, calculated as Words per Minute (WPM). Pretests and posttests for components of both assessments were compared using paired-samples t – tests. Data analyses of adapted ERAS mean percentage scores revealed a statistically significant decline in recreational reading attitude, no statistically significant difference in academic reading attitude, and a decline that approached significance in participants’ overall reading attitudes. QRI-5 scores revealed a statistically significant increase from pretest to posttest in WRI Correct Automatic, WRI Total Number Correct, WRC, and reading rate scores. The after-school environment offered a viable option for SI ORF instruction and was free from restraints that can accompany high-stakes testing environments in the traditional school setting. Overall, participants were attentive and enthusiastic, particularly enjoying the singing and repeated lyrics components of the intervention.

Reading fluency—the ability to read accurately, with appropriate pacing, expression, and rhythm—is a fundamental skill for elementary school students to develop (Snow et al. 1998). Reading fluency is related to comprehension skills (Daane et al. 2005; Donahue et al. 1999; Pinnell et al. 1995) and to overall educational achievement (Silberglitt et al. 2006). However, many elementary school students do not reach grade-level reading fluency levels (Hemphill and Vanneman 2011; Pinnell et al. 1995), especially those from low-resource communities or from racial and ethnic minority groups (Donahue et al. 1999; Hemphill and Vanneman 2011). Research has suggested that children who do not develop the ability to read fluently early in the schooling process are likely to experience difficulty learning and comprehending important material from texts introduced in later grades (Chall et al. 1990; Lyon and Moats 1997; Rasinski et al. 2012). Interventions can be effective in improving reading fluency...

Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because current methods for classifying students are still questionable, this modeling technique could be a viable alternative classification method to identifying students at risk for reading difficulty. Results from this study suggested heterogeneity in reading development. The latent classes and growth trajectories from the LCGA models were found to align closely with easyCBM's risk rating system. However, results from one school district did not fully generalize across another. The implications for future research on examining growth in reading are discussed.

nÃo hà / Este trabalho objetivou investigar aspectos da consciÃncia fonolÃgica e as relaÃÃes grafofonÃmicas no desenvolvimento da fluÃncia e da precisÃo leitoras de alunos com distorÃÃo idade-sÃrie. O estudo foi dividido em quatro etapas: teste piloto, prÃ-teste, intervenÃÃo e pÃs-teste. Participaram do teste piloto 94 alunos do 5 ano do Ensino Fundamental I de uma escola pÃblica municipal de Fortaleza, CE. A partir do teste piloto, foram identificados os alunos com distorÃÃo idade-sÃrie, destes, 16 alunos formaram dois grupos da pesquisa: Grupo de Estudo, GE (8 alunos) e Grupo Controle GC (8 alunos). Para realizaÃÃo do PrÃ-teste e PÃs-teste foram empregados dois instrumentos: Teste de PrecisÃo e FluÃncia Leitora com base em Carvalho e Pereira (2009) e um Teste de ConsciÃncia FonolÃgica: Instrumento de AvaliaÃÃo Sequencial â CONFIAS (MOOJEN, 2011). Identificaram-se dÃficits na fluÃncia e na precisÃo leitora, assim como baixo rendimento nas habilidades de manipulaÃÃo fonÃmica dos alunos com distorÃÃo idade/sÃrie, em proporÃÃes maiores do que nos alunos sem distorÃÃo. Foram organizadas e desenvolvidas 15 oficinas com procedimentos voltados para o desenvolvimento da consciÃncia fonolÃgica e a explicitaÃÃo das relaÃÃes grafofonÃmicas dos alunos do GE. ApÃs as oficinas, aplicou-se o pÃs-teste a fim de comparar os desempenhos dos alunos do GE e do GC e chegou-se a uma relaÃÃo recÃproca entre o baixo nÃvel de consciÃncia fonolÃgica e o baixo desempenho na fluÃncia e precisÃo leitoras. Percebeu-se que as metodologias voltadas para reflexÃo acerca dos mecanismos fonÃmicos e a explicitaÃÃo das relaÃÃes grafo-fonolÃgicas contribuÃram para melhorar habilidades de leitura dos alunos do GE, os quais obtiveram ganhos mais expressivos em fluÃncia, precisÃo e consciÃncia fonolÃgica do que os demais alunos. A partir dessas conclusÃes, foi elaborada uma proposta didÃtica com instruÃÃes de aplicaÃÃo aos professores, objetivando subsidiar o trabalho em sala de aula. A proposta contÃm uma sequÃncia de 15 oficinas com atividades voltadas para a compreensÃo das relaÃÃes grafofonÃmicas e o desenvolvimento de habilidades de consciÃncia fonolÃgica, sua aplicaÃÃo à indicada tanto para alunos que se encontram na fase inicial da aquisiÃÃo da leitura, bem como para alunos com dÃficits em fluÃncia e precisÃo leitoras. / This work aimed to investigate aspects of phonological awareness and graphophonemic relations in the development of reading fluency and accuracy of students with age-grade distortion. The study was divided into four stages: pilot test, pre-test, intervention and post-test. A total of 94 students from the 5th grade of Elementary School I of a municipal public school in Fortaleza, CE, participated in the pilot test. From the pilot test, students with age-grade distortion were identified. Of these, 16 students formed two research groups: Study Group, GE (8 students) and Control Group GC (8 students). In order to perform the Pre-test and Post-test two instruments were used: Precision Test and Reading Fluency based on Carvalho and Pereira (2009) and a Phonological Consciousness Test: Sequential Assessment Tool - CONFIAS (MOOJEN, 2011). Deficits in reading fluency and accuracy were identified, as well as poor performance in the phonemic manipulation skills of students with age-grade distortion, with higher proportions than in students without distortion. Fifteen workshops were organized and conducted with procedures aimed at the development of phonological awareness and the explication of the graphophonemic relations to the students of the experimental group. After the workshops, the post-test was administered in order to compare the performances of the students from the experimental and control groups, reaching a reciprocal relation between the low level of phonological awareness and the low performance in reading fluency and accuracy. It was observed that the methodologies focused on the reflection of phonemic mechanisms and the explanation of the grapho-phonological relations contributed to improve reading skills of the students in the experimental group, who obtained more expressive gains in fluency, accuracy and phonological awareness than the other students. From these conclusions, a teaching proposal was elaborated with instructions of application to teachers, aiming to aid their work in the classroom. The proposal contains a sequence of 15 workshops with activities aimed at understanding the graphophonemic relations and the development of skills of phonological awareness. Its application is indicated both for students who are in the initial phase of reading acquisition as well as for students with deficits in reading fluency and accuracy.

The focus in this article is on integrating instruction in reading fluency with mathematical concept development in the primary grades. Procedures are described herein for having students engage in hands-on mathematics while reading children's literature. In addition, students produce an audio compact disk and engage in performance reading in a readers' theater ormat with stick puppets. The strategies presented can be adapted in a variety of learning environments.

本研究旨在了解並比較重覆閱讀及非重覆閱讀對於國小四年級學童的口語閱讀流暢度的影響。本研究以台灣北部某國小四年級中的兩個班級為研究對象，共為59人。此閱讀能力相近的兩個班級經隨機分派指定為重覆閱讀組及非重覆閱讀組。在為期16週，每週一節的實驗教學中，重覆閱讀組以重覆閱讀法每週閱讀同一本英文讀本，而非重覆閱讀組以非重覆閱讀法每週閱讀兩本讀本。兩組皆於教學前及教學後接受口語閱讀測驗，以了解接受不同教學法的學童在口語閱讀速度及正確性是否有差異。測驗所得的資料以成對樣本t檢定及獨立樣本t檢定分析進行統計分析。 研究結果顯示重覆閱讀與非重覆閱讀皆能顯著提升研究對象的口語閱讀速度及正確性。此外，非重覆閱讀與重覆閱讀對於受試學童的口語閱讀流暢度顯示相似的成效。此研究結果盼能提供教學者彈性的運用此兩種閱讀教學法並更加重視口語閱讀流暢性的重要。 / The study aims to examine and compare the effect of assisted repeated reading (RR) and non-repeated reading (Non-RR) approaches on EFL young learners' oral reading rate and accuracy rate. Two classes with homogenous reading level consisting of 59 fourth graders were selected from one elementary school in northern Taiwan and were randomly assigned to two groups, the RR and Non-RR group. During the 16-week instruction, one period of class per week, the RR group practiced reading aloud on one reader with assisted repeated reading approach, whereas the Non-RR group practiced reading aloud on two readers with assisted non-repeated reading approach each class. The data collected from the pretest and posttest assessing the participants’ oral reading rate and accuracy rate were analyzed by paired samples t-tests and independent samples t-tests. The results revealed that the RR and Non-RR groups performed equivalent growth on their reading rate and accuracy rate with significant improvement. It is hoped that the findings provide a deeper understanding on the effect of assisted repeated reading and non-repeated reading on EFL young learners’ oral reading fluency and are applied in classrooms.

Monitoring Academic Progress: Reading (MAP: R), a silent, group-administered screener was piloted as part of a comprehensive Response to Intervention program. MAP: R along with AIMSweb© Maze and STAR reading were administered to 1,688 students in Grades 1-3. Overall alternate-form reliabilities for MAP: R resulted in moderately high stability (Grade 1 = .79, Grade 2 = .78, and Grade 3 = .75). Test-retest reliability was .90 for Grade1, .84 for Grade 2, and .89 for Grade 3. Concurrent validity, correlations for MAP: R and AIMSweb© Maze ranged from .43 to .69, with correlations for MAP: R and STAR ranging from .48 to .67. Predictive validity was determined using end-of-the-year STAR reading scores as the criterion for MAP: R and AIMSweb© Maze. Results of a stepwise regression indicated that MAP: R scores predicted 37% of the variance in STAR scores and AIMSweb© Maze failed to add additional predictive variance. Data support the utility of MAP: R as a reading screener for progress monitoring within a Response to Intervention framework, though additional data are needed.

Fluency instruction has had limited effects on reading comprehension relative to reading rate and prosodic reading (Dowhower, 1987; Herman, 1985; National Institute of Child Health and Human Development, 2000a). More specific components (i.e., error detection) of comprehension may yield larger effects through exposure to a wider range of materials than repeated readings (Kuhn, 2005b). Thirty-three students reading below college level were randomly assigned to a Repeated Readings (RR), a Wide Reading (WR), or a Vocabulary Study (VS) condition and received training in 9 sessions of 30 minutes in a Southeast community college. RR students read an instructional-level text consecutively four times before answering comprehension questions about it; WR students read four instructional-level texts each once and answered questions while the VS group studied and took a quiz on academic vocabulary. An additional 13 students reading at college level provided comparison data. At pretest, all participants completed the Nelson Denny Reading Test, Test of Word Reading Efficiency, Error Detection task (Albrecht & O'Brien, 1993), working memory test, Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), a maze test, Author Recognition Test (ART), and reading survey. All pretest measures except for the ART and reading surveys were re-administered at posttest to training groups. Paired-samples t-test analyses revealed (a) significant gains for the WR condition in vocabulary (p = .043), silent reading rate (p < .05), maze (p < .05) and working memory (p < .05) (b) significant gains for the RR students in silent reading rate (p = .05) and maze (p = .006) and (c) significant increases on vocabulary (p < .05), maze (p = .005), and MARSI (p < .005) for the VS group at posttest. Unreliable patterns of error detection were observed for all groups at pretest and post-test. Results suggest that effects of fluency instruction be sought at the local level processes of reading using the maze test, which reliably detected reading improvements from fluency instruction (RR, WR) and vocabulary study (VS) in only 9 sessions. With significant gains on more reading measures, the WR condition appears superior to the RR condition as a fluency program for struggling college readers. Combining the WR condition with vocabulary study may augment students’ gains.

Reading fluency bridges the concepts of word recognition and reading comprehension, both of which are vital skills needed to become a successful reader. This study evaluated the impact of video self-modeling (VSM) on oral reading fluency in four upper elementary students at-risk for failing in reading. A multiple-baseline design across participants was used to evaluate the outcomes of the VSM intervention. The results indicate that VSM may have a positive impact on reading fluency of students at-risk for reading failure; the use of VSM was positively associated with increases in reading fluency in three of the four participants. The participant for whom VSM alone did not result in substantial reading gains needed an additional repeated reading intervention to improve fluency. Generalization occurred for all participants and some evidence of maintenance was noted in three participants. Social validity surveys indicated high acceptability of the VSM intervention by study participants.