This meta-analysis reviews research published between 1966 and 2001 that explores the effects of various reading treatments on the reading fluency of elementary school students. The literature search, coding schemes and procedures for effect sizes and study descriptors are described. Effect sizes are coded for reading rate, accuracy and comprehension. Study and subject characteristics are also coded. Thirty-nine studies are included in the meta-analysis, and some involved multiple treatments. Standard mean difference effect sizes are calculated for each treatment-control comparison. A rationale is discussed for including multiple treatment studies, as are strategies for solving the interdependencies among effect sizes from these studies. Mean effect sizes are reported for different reading treatments and treatment features in terms of reading rate, accuracy, and comprehension. Multiple regression procedures are conducted to determine what variables are good predictors of the variability in the distribution of effect sizes for the three outcome constructs. Various fluency building treatments are effective in improving reading fluency and comprehension in elementary school students. Results also suggest that the best fluency interventions are those that emphasize both fluency and comprehension training through extended practice. Limitations of the meta-analysis, implications for fluency instruction, and directions for future research are presented.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-07302006-110029 |
| Date | 01 August 2006 |
| Creators | Yang, Jiaxiu |
| Contributors | Donald Compton, Daniel Reschly, Lynn Fuchs, Mark Lipsey, Douglas Fuchs |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-07302006-110029/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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