Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis

Autor/inn/en	Steinle, Paul K.; Stevens, Elizabeth; Vaughn, Sharon
Titel	Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis
Quelle	In: Journal of Learning Disabilities, 55 (2022) 1, S.3-21 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Steinle, Paul K.) ORCID (Stevens, Elizabeth) ORCID (Vaughn, Sharon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219421991249
Schlagwörter	Reading Fluency; Intervention; Reading Difficulties; Secondary School Students; Synthesis; Educational Research; Reading Comprehension; Reading Achievement; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Sekundarschüler; Bildungsforschung; Pädagogische Forschung; Leseverstehen; Leseleistung; Unterrichtserfolg
Abstract	This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01