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The Effects of a Supplementary Computerized Fluency Intervention on the Generalization of the Oral Reading Fluency and Comprehension of First-Grade Students

The Effects of a Supplementary Computerized Fluency Intervention on the Generalization of the... Abstract: The current study investigated the effects of a repeated reading intervention on the oral reading fluency (ORF) and comprehension on generalization passages for eight, first-grade students with reading risk. The intervention involved a commercial computerized program (Read Naturally Software Edition (RNSE), 2009) and a generalization principle requiring a “greater magnitude” of responding. A multiple probe experimental design with two treatment phases was used to determine the effects of the intervention. Phase I used a standard end-of-year benchmark score (i.e., 40 CWMP) as fluency criteria for all participants. During Phase II, fluency criteria were changed and individualized for each participant based on performance during Phase I. Data were collected on ORF and word retell fluency (WRF) across treatment and generalization probes. Results showed ORF and comprehension increases in both phases; however, satisfactory generalization did not occur for most of the participants until the second phase was implemented. These results are discussed relative to classroom implications and directions for future research. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

The Effects of a Supplementary Computerized Fluency Intervention on the Generalization of the Oral Reading Fluency and Comprehension of First-Grade Students

Education and Treatment of Children , Volume 37 (1) – Jan 25, 2014

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Publisher
West Virginia University Press
Copyright
Copyright © the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

Abstract: The current study investigated the effects of a repeated reading intervention on the oral reading fluency (ORF) and comprehension on generalization passages for eight, first-grade students with reading risk. The intervention involved a commercial computerized program (Read Naturally Software Edition (RNSE), 2009) and a generalization principle requiring a “greater magnitude” of responding. A multiple probe experimental design with two treatment phases was used to determine the effects of the intervention. Phase I used a standard end-of-year benchmark score (i.e., 40 CWMP) as fluency criteria for all participants. During Phase II, fluency criteria were changed and individualized for each participant based on performance during Phase I. Data were collected on ORF and word retell fluency (WRF) across treatment and generalization probes. Results showed ORF and comprehension increases in both phases; however, satisfactory generalization did not occur for most of the participants until the second phase was implemented. These results are discussed relative to classroom implications and directions for future research.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Jan 25, 2014

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