A synthesis of the research literature was conducted from 2004 to 2014 on interventions designed to build oral reading fluency for elementary students with learning disabilities (LD). An extensive search yielded a total of 12 intervention studies. Among the 12 studies, the majority (n D 9) implemented repeated reading with or without a model. Findings from this synthesis indicate that there may be no differential effects between repeated reading with or without a model for improving oral reading fluency of elementary students with LD. In addition, findings suggest that elementary students with LD may benefit from video modeling or word/phrase-based practices that provide opportunities to repeat misread words or phrases with words incorrectly read during the initial reading.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-11994 |
| Date | 01 January 2017 |
| Creators | Kim, Min K., Bryant, Diane Pedrotty, Bryant, Brian R., Park, Yujeong |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
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