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The purpose of the present study was to compare the oral reading miscues and reading comprehension in two groups of young adult Spanish-English bilinguals. Based on current language use, we characterized participants as either “active bilinguals” (using Spanish at least 20% of the time) or “inactive bilinguals (using Spanish less than 20% of the time). Information gained in the present study demonstrated that English-dominant young adult bilinguals produced more oral reading miscues in Spanish than in English, regardless of current language use. Results also demonstrated that increased rate of miscues in Spanish did not negatively affect reading comprehension. / text

The purpose of this study was to examine and compare the effectiveness of teacher-directed instruction (i.e., teacher-directed instruction without using an iPad, TDI) and iPad-assisted instruction (IAI) on the word identification and oral reading fluency of elementary school students with reading learning disabilities (RLD), who have reading goals on their individual education plans (IEPs). Four 5th grade students with RLD participated in the study. An alternating treatments design combined with a multiple baseline design across the participants was applied. Visual analysis indicated that a moderate experimental effect from TDI and IAI on word identification and oral reading fluency was present for all four students when the baseline and intervention phases were compared. Specifically, regarding word identification, the percentage of non-overlapping data (PND) and non-overlap of all pairs (NAP) indicated that TDI and IAI are effective reading instructional procedures according to single-case research design standards. The finding was also supported by a Tau-U analysis that suggests both TDI and IAI demonstrated a large effect on improving word identification. Regarding oral reading fluency, however, the results were mixed; Tau-U indicates there was a large and significant effect from TDI and IAI for three of the four students in terms of increasing their oral reading fluency. Although data analysis indicates that TDI and IAI demonstrate moderate evidence in improving word identification and oral reading fluency, there was no clear differentiation found between the two treatments. A social validity questionnaire that examined student perspectives about intervention showed the students' positive views on their intervention experience and revealed their perspectives that intervention was helpful in building their reading skills. The second social validity questionnaire that asked the students about their reading perspectives indicated that the intervention increased their positive attitudes toward their reading (e.g., reading is a source of excitement and interest, reading is fun). / text

This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading on two dependent variables: reading fluency (words read correctly per minute; wpm) and number of errors per minute (epm). Data were collected and analyzed during baseline, intervention, and maintenance probes.Throughout the baseline phase participants read a passage aloud and during intervention phases, participants read a passage aloud and received error correction feedback. During baseline, reading was followed by fluency assessments. During intervention, reading was followed by three oral repeated readings of the passage. Maintenance sessions occurred 1, 2, and 3 weeks after the intervention ended.The researcher of this study concluded that repeated reading had a positive effect on the reading abilities of ELLs with a SLD in reading. Participants read more wpm and made fewer epm. Additionally, maintenance scores were slightly varied when compared to the last day of intervention; however, maintenance scores were higher than baseline means.The researcher of this study demonstrated that repeated reading improved the reading abilities of ELLs with a SLD in reading. On maintenance probes 1, 2, and 3 weeks following intervention mean reading fluency and errors per minute remained above baseline levels. Future researchers should investigate the use of repeated reading in ELLs with a SLD in reading at various stages of reading acquisition. Further, future researchers may examine how repeated reading can be integrated into classroom instruction and assessments.

One predominant hallmark of older struggling readers is their failure to gain reading fluency on instructional and grade-level texts. Students who fail to achieve reading fluency experience multiple negative consequences that affect their academic and social growth, options, and success. Although considerable amounts of research on reading fluency interventions have been conducted with younger developing and struggling readers, little is known about the effects of such interventions on the reading skills of high school students. A single subject across participants design was employed to measure the effectiveness of two, easy-to-implement, reading fluency interventions on the reading fluency and comprehension of 18 high school students with learning disabilities (LD) who read between the first- and sixth-grade levels. A two-way ANOVA was also used to determine the impact of two interventions and initial reading level on the reading fluency and comprehension as measured by the Gray Oral Reading Test -4, the Test of Word Reading Efficiency, and the Test of Silent Word Reading Fluency. Results suggested that participants whose initial reading skills fell between the first- and third-grade levels made fewer gains in reading fluency and comprehension of connected text during intervention than participants who entered intervention reading between the fourth- through sixth-grade levels. Limitations and implications for future research are discussed.

The purpose of this study was to evaluate the change in oral reading fluency among a sample of students (N = 44) who were randomly assigned a summer school placement. A second goal was to identify relationships between student background characteristics, student learning engagement, and reading fluency outcomes among those students who participated in summer school. Results indicated that students who were assigned to or participated in summer school did not achieve statistically greater summer learning outcomes than students who did not participate. However, summer school participants showed substantial growth in fluency outcomes during the summer intervention period. Implications for summer programs are discussed.

This mixed methods study of an in-school Focused Reading Program employed a quasi experimental pre-posttest design to examine program effectiveness and Vygotsky's sociocultural theory as the theoretical framework. The quantitative research question inquired whether the program resulted in a significant difference in reading performance for participants receiving the instruction based on pre and post measures. Data analysis for this component involved descriptive and inferential statistics. Pre- and posttest scores for the combined groups of seventh and eighth graders were analyzed for significant differences through an independent t- test. The results revealed there was a statistically significant difference between the pre-posttest scores for seventh graders and the scores for eighth graders. Two qualitative questions inquired of the extent to which the Focused Reading Program was implemented with fidelity and teachers’ and intervention tutors' perceptions of the program’s strengths and challenges. Data analysis for the qualitative component followed procedures for content analysis which included identifying themes based on the frequency of similar words and expressions from interviews and open-ended survey questions. The emerging themes of Program Flexibility, Peer-Learner Focused, and Learning and Behavior revealed the program was implemented with fidelity. Leading program strengths were attendance, program schedule, methods for improving performance of struggling readers, and student engagement. Leading challenges included support services, resources, time for extended activities, and professional development. The study is intended to have a social impact in demonstrating ways to promote reading performance. The results will contribute to literacy research illustrating the effectiveness of an intervention that may remedy reading deficiencies among middle school students

The purpose of this study was to determine if an individualized reading program, Accelerated Reader combined with the core reading program, Reading Mastery would produce a greater increase in oral reading fluency and grade level performance, than relying solely on the core reading program to accomplish this. Furthermore, this study sought to determine whether students with learning disabilities who were provided reading instruction through the Reading Mastery program and the Accelerated Reader program would demonstrate comparable growth in oral reading fluency and grade level performance on selected reading assessments (DIBELS and STAR Reading). This study looked at the differences in student performance between those who had been using Accelerated Reader since August 2014 versus those who began in January 2015. In this longitudinal study, 85 first grade students in a rural, southeastern state were assessed with the DIBELS (oral reading fluency) and STAR Reading (grade level equivalency) assessment during the fall, winter, and spring screenings. Two-way repeated measures analysis of variance determined if there was a statistically significant difference between the fall and spring screenings of the STAR Reading assessment and the winter and spring screenings of the DIBELS assessment. Additionally, it determined if the oral reading fluency and grade level performance was statistically significantly different for students depending on whether they received special education services. The findings of this study revealed that when the Accelerated Reader program, is used with the Reading Mastery program, students statistically increase their oral reading fluency and grade level performance scores when instructed for 17 weeks and 34 weeks. However, the scores of the students who received 34 weeks improved more than the scores of students who only received it for 17 weeks. Additionally, scores of the students who did not receive special education services improved more than the scores of students who received special education services. Although the students who received special education services did not make the same increase in reading fluency and grade level performance, statistically significant within-person gains were still made for this student population, which increased their reading fluency and grade level performance.

The purpose of the study was to examine the efficacy of video self-modeling as a reading fluency intervention for elementary school students. The participants were 10-year-old male students, and they were enrolled in 4th or 5th grade. All of the participants carry disabilities, including Autism Spectrum Disorder or Attention Deficit/Hyperactivity Disorder. 2 participants participated in the study in a clinic setting, and one participant participated in the study in a school setting. Before attending the intervention sessions, the participants attended pre-participation assessment sessions to evaluate if their current reading skills and behavioral repertoire met the purposes of the current study. Following the screening procedures, the participants participated in the baseline measurements, video developments, alternating treatments phase, confirmatory phase, and follow-up phase. The results indicated the stand-alone Video Self-Modeling was efficacious for 2 out of 3 participants, and the Video Self-Modeling as a supplemental intervention component showed its efficacy for 1 participant. The findings showed various practical implications. Limitations and future studies are also discussed.

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