A synthesis of interventions for improving oral reading fluency of elementary students with learning disabilities

Min Kyung Kim · Diane Pedrotty Bryant · Brian R. Bryant · Yujeong Park

40 citations0/0 files storedPreventing School Failure Alternative Education for Children and Youth

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Reading and Literacy Development Behavioral and Psychological Studies Writing and Handwriting Education

Abstract

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 = 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.

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1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1974Toward a theory of automatic information processing in reading 2004Educational Leadership 1990Beginning to read: thinking and learning about print 2008Education and Treatment of Children 2004Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis.2000Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters

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2020Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020 2020Decoding, Fluency and Reading Comprehension: Examining the Nature of their Relationships in a Large-Scale Study with First Graders 2019A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties 2022Reading fluency intervention dosage: A novel meta-analysis and research synthesis

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