Fluency Training in Phoneme Blending: A Preliminary Study of Generalized Effects

Autor/inn/en	Martens, Brian K.; Werder, Candace S.; Hier, Bridget O.; Koenig, Elizabeth A.
Titel	Fluency Training in Phoneme Blending: A Preliminary Study of Generalized Effects
Quelle	In: Journal of Behavioral Education, 22 (2013) 1, S.16-36 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-012-9159-8
Schlagwörter	Phonemes; Vowels; Reading Fluency; Generalization; Elementary School Students; Grade 2; Accuracy; Word Lists; Novelty (Stimulus Dimension); Phonemic Awareness; Intervention + Suchen Sie Ihr Suchwort? Fonem; School year 02; 2. Schuljahr; Schuljahr 02; Wortliste
Abstract	We examined the generalized effects of training children to fluently blend phonemes of words containing target vowel teams on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset of words containing each of 3 target vowel teams ("aw," "oi," and "au") was trained in lists, and generalization was assessed to untrained words in lists, trained and untrained words in target passages, and novel words in generalization passages. A multiple probe design across vowel teams revealed generalized increases in oral reading accuracy for target words presented in both lists and passages for all 3 students on 2 vowel teams and for 1 student on all 3 vowel teams. Generalized increases in oral reading fluency in both lists and passages were found for all 3 students on the vowel team that was trained to a fluency criterion, with two students showing increases prior to training on the other two vowel teams. Implications of these results for building fluency in prerequisite phonemic awareness skills as an intervention for promoting generalized oral reading fluency are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10