Effective reading interventions for students with specific learning disabilities (SLD) are needed. A multiprobe multiple baseline across participants design was used to evaluate the effects of a video self-modeling intervention (VSM) on reading fluency skills. The VSM interventions effects on self-efficacy were also measured. Four male middle school students with SLD watched a pre-recorded video of themselves reading a passage fluently and were then asked to read another passage. Words correct per minute (WCPM) and accuracy data were taken. Results showed that students read significantly more words correct when they watched themselves read the same passage they were about to read. This study shows that having students watch videos of themselves read, especially if they watch the same passage they will read afterwards, is easy to implement, cost-effective, and worth further investigation.

Many of us have experienced that speech in a non-native language under noise can be challenging. This study examined whether semantic and phonological predictability improves the intelligibility of degraded speech in a non-native language. An online experiment was conducted with 15 participants. Based on these data, a repeated-measures ANOVA showed that both overall semantic and phonological prediction enhanced perceptual clarity in degraded speech for non-native listeners. Semantic predictability was effective for non-native speakers only when the sound quality was slightly intelligible. In contrast, phonological predicatively enhance perceptual clarity at all sound quality levels except in clear and unintelligible settings. Another aim of this study was to investigate if individual cognitive ability differences are related to the benefit of phonological and semantic predictability in the non-native context. Results showed a positive Spearman correlation between working memory score and the overall benefit of phonological predictability. As for the effect per sound level, the results were significant only at intermediately intelligible sound quality level. However, there was no correlation between working memory and the benefit of semantic coherence. Verbal fluency did not correlate with either of the benefits of semantic or phonetic predictability.

Une étude récente rapporte que des participants souffrant de cauchemars idiopathiques fréquents (CIF) produisaient plus d’erreurs de persévération sur une tâche de fluence verbale (TFV) que des participants contrôle (CTL) (Simor et al., 2012). Cela suggère une dysfonction exécutive chez les participants CIF, soutenant le modèle des cauchemars Affective Network Dysfunction (AND). Notre objectif était de reproduire cette trouvaille auprès d’une cohorte francophone. Des TFV lexicale et sémantique ont été administrées à 23 participants avec CIF et à 16 CTL. Contrairement aux attentes, le groupe CIF n’affichait pas plus de persévération (p=.87). L’absence de reproduction pourrait infirmer la suggestion d’une dysfonction exécutive liée au CIF, toutefois des différences méthodologiques entre les études et les complexités de la TFV peuvent jouer un rôle dans le décalage entre les études. Nous suggérons que l’étude future des déficits exécutifs liés aux CIF emploie des tâches neuropsychologiques non linguistiques empiriquement associées au sommeil paradoxal. / A recent study reported that individuals suffering from frequent idiopathic nightmares (NMs) produced more perseveration errors on a verbal fluency task (VFT) than did control participants (CTLs) (Simor et al., 2012). These findings suggest executive dysfunction in NM sufferers and support the Affective Network Dysfunction (AND) model relating NM production. We sought to replicate these results in a French speaking cohort. Lexical and semantic VFTs were administered to 23 participants with frequent NMs, and to 16 CTLs with few NMs. Contrary to expectations, groups did not exhibit more fluency perseveration errors (p=.87). Though failure to replicate may indicate that NM sufferers do not have an executive dysfunction, methodological differences between studies and challenges inherent to the use of the VFT may also play a role in the discrepancy between studies. Future study of executive deficits in NM participants should be measured by non linguistic-dependant neuropsychological tasks empirically linked to REM sleep.

This study investigates the extent to which the fluent life partners (LPs) of persons who stutter (PWS) understand the effect stuttering has on their partner who stutters' communication attitude. This was accomplished by administering the Communication Attitude Test for Adults Who Stutter (BigCAT; Vanryckeghem & Brutten, 2018), a subtest of the Behavior Assessment Battery (BAB; Vanryckeghem & Brutten, 2018). The BigCAT was administered to 33 PWS and a modified version was administered to their LPs via Qualtrics, an online survey software system. Between-group total score comparison revealed no significant difference in total scores, and a low-medium score correlation was evidenced. Within both groups, participants age and gender did not have a significant effect on total scores. The perception of stuttering severity was found to significantly influence BigCAT scores within each group. No differential effect of duration of relationship on score agreement was found to exist. A high Cronbach Alpha coefficient was obtained for both test forms. Between-group item score comparison revealed that only answers on two out of the 34 items differed significantly. They were related to frequency of speech disruption and avoidance of persons, places or situations. Item 24 had a perfect correlation between the two groups and relates to common behaviors PWS exhibit in trying to attain more fluency. Overall, the findings of this study show that LPs of PWS have a general understanding of the impact stuttering has on their partner who stutters' communication attitude.

Students at risk for reading difficulties often display skills deficits in basic reading skills (e.g., phonological awareness or PA, fluency, and comprehension). Phonological awareness instruction (PAI) and scaffolded instruction have been effective in improving reading skills for all students (National Reading Council, 1998). In relation, Reading to Read (RTR), a remedial reading program based on the methods of applied behavior analysis, direct instruction, and curriculum-based assessment, has been found to improve oral reading fluency and comprehension (e.g., Edwards, Tingstrom, & Cottingham, 1993; Tingstrom, Edwards, & Olmi, 1995). Despite the effectiveness of PAI and RTR in isolation, little research has been conducted to determine effectiveness of PAI and scaffolding combined with the RTR intervention. The purpose of this study was to investigate effectiveness of using PAI in combination with RTR as another instructional method for increasing reading fluency and comprehension. Participants included 5 elementary-aged students who have a special education diagnosis and are from rural southeastern region of the U.S. Data were collected using a single-subject research methodology and included correct words per minute (CWPM), errors per minute (EPM), and percent correct comprehension in all phases for all intervention conditions: (a) PAI, (b) RTR, and (c) PAI + RTR. Data were analyzed using visual inspection or graphical representation assessed by level, trend, and variability around level and trend between the different interventions as it relates to CWPM, EPM, and percent correct comprehension. When examining reading fluency, 1 of the 5 students who received the PAI + RTR interventions improved in reading fluency from baseline to intervention. When examining reading comprehension, all students demonstrated little to no change in percent correct comprehension questions across all conditions and phases. Implications, limitations, and future research relating to the results of this study are also discussed.

A multielement brief experimental analysis was used to improve and extend previous research to compare the impact of listening while reading while following along (LWFA) and listening while reading while not following along (LWNFA) interventions on oral reading comprehension rate (ORCR), reading comprehension levels, and reading fluency in students with reading disabilities. The collected data for each of the eight middle school and junior high special education students who were participants in this study included: (a) words read correct per minute (WPM), (b) errors per minute (EPM), (c) comprehension questions answered correct per passage, and (d) ORCR. The students ranged from 11 to 14 years of age and 7 of the students were male and 1 was female. Student?s standard intelligence scores, as obtained from student records of formal assessment for eligibility for special education services, ranged from 66-116. All students were functioning at the fourth grade instructional level. Analysis by individual suggest that both listening while reading treatment conditions enhanced oral reading comprehension rates, reading comprehension levels, and increased reading fluency as compared to the control condition. Students displayed higher ORCR, total comprehension questions answered correctly, answered more factual questions correctly, and WPM under LWFA as compared to LWNFA and the control conditions. However, fewer EPM were reported overall for the LWNFA and higher reading comprehension inference questions answered correctly were also observed. Statistically significant differences were noted in reading fluency measures such that more words were read under LWFA as compared to the control condition and fewer errors were reported under LWFA as compared to the control condition. Methodological limitations associated with te current study,individual student performance difference and procedures for using ORCR are described.

Most would agree that reading fluency is a concern of every L2 teacher. Repeated reading (RR) positively affects fluency development, supported by much research with L1 children. However, relatively little focus has been given to L2 RR. Most research on RR in L2 settings has focused on audio-assisted RR, used insufficient data collection methods prone to human error, and taken place in an EFL setting. In our experiment, we used eye–tracking as a direct mode of measurement of the effects that RR has on early and late reading measures. In this study, 30 intermediate-level English language learners studying in an intensive English program in the United States participated. Participants silently read three carefully leveled narrative texts, three times each. As they read each passage, an eye–tracking machine gathered data on their eye movements. With immediate repeated exposure to the texts, students improved their reading fluency in both early and late measures of reading.

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