Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria

Autor/inn/en	Keyes, Starr E.; Cartledge, Gwendolyn; Gibson, Lenwood, Jr.; Robinson-Ervin, Porsha
Titel	Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria
Quelle	In: Education and Treatment of Children, 39 (2016) 2, S.141-172 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Generalization; Oral Reading; Reading Fluency; Intervention; Instructional Effectiveness; Reading Instruction; Computer Software; Reading Materials; Reading Comprehension; Reading Tests; Teaching Methods; Computer Assisted Instruction; Low Income; Urban Areas; Emergent Literacy; Elementary School Students; Student Characteristics; Statistical Analysis; Cognitive Tests; Cognitive Ability; Pretests Posttests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Unterrichtserfolg; Leseunterricht; Leseverstehen; Lesetest; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Niedriglohn; Urban area; Stadtregion; Frühleseunterricht; Statistische Analyse; Kognitiver Fähigkeitstest; Denkfähigkeit
Abstract	This study examined the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF), comprehension, and generalization of second graders who were at risk for reading failure. Six students received the Read Naturally Software Edition (RNSE) treatment passages three to four times a week for 7 to 12 weeks. A multiple baseline across participants design with embedded changing criteria tactics revealed ORF increases for all six participants. AIMSweb stories and classroom reading materials were used to assess clinical and classroom generalization. Five of the six participants increased their ORF on both generalization measures. Comprehension assessments revealed mixed results. Implications for urban students, generalization, limitations, and future research are discussed. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01