Examining Immediate and Maintenance Effects of a Reading Intervention Package on Generalization Materials: Individual Versus Group Implementation

2010

Fluency has been identfied as an important outcome of effective reading instruction, and intervention packages utiliizing the method of repeated readings have been shown to improve oral reading fluency. In order to improve the efficiency of these intervention packages, more research is needed on the effectiveness of small group reading interventions. An alternating treatments design was used to compare the effects of two versions of an intervention package that included repeated readings on generalization and maintenance of oral reading rate for 6 second grade students. Both intervention packages included listening passage preview, repeated readings, error correction, and contingent reward. The intervention packages differed only in whether intervention components were provided to students indivdiually or in groups of three. Gains in oral reading rate were observed across conditions, with individual and small group interventions resulting in comparable gains for most participatns. Individual differences in performance an dimplications for reading instructions were discussed.

Peer-reviewed publications in scholarly journals Published/In Press

Consumers/Families, Professionals, Students

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