A Systematic Review on Quality Indicators of Randomized Control Trial Reading Fluency Intervention Studies

Autor/inn/en	Naveenkumar, Nithya; Georgiou, George K.; Vieira, Ana Paula Alves; Romero, Sandra; Parrila, Rauno
Titel	A Systematic Review on Quality Indicators of Randomized Control Trial Reading Fluency Intervention Studies
Quelle	In: Reading & Writing Quarterly, 38 (2022) 4, S.359-378 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Georgiou, George K.) ORCID (Parrila, Rauno)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1961647
Schlagwörter	Reading Fluency; Reading Research; Intervention; Reading Instruction; Instructional Effectiveness; Randomized Controlled Trials; Research Reports; Outcome Measures; Futures (of Society); Teaching Methods; Standards; Validity; Fidelity; Evidence Based Practice; Reading Tests; Student Characteristics + Suchen Sie Ihr Suchwort? Leseforschung; Leseunterricht; Unterrichtserfolg; Research report; Forschungsbericht; Future; Society; Zukunft; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Gültigkeit; Lesetest
Abstract	Although several studies have examined the effectiveness of reading fluency interventions, the methodological rigor of these studies remains unclear. The purpose of this study was to examine the quality of randomized controlled trial (RCT) reading fluency intervention studies using the Council for Exceptional Children (CEC) standards. Twenty-six studies met the inclusion criteria for the review. All included studies met the four quality indicators for context and setting, participants, intervention agent, and data analysis. In addition, 22 out of the 26 studies met the quality indicators for internal validity and implementation fidelity, and 18 met the quality indicator for outcome measure. Finally, 16 of the studies met all eight quality indicators, and the majority of them also reported significant effects on reading fluency outcomes. Findings and future directions are discussed considering the quality indicators for methodologically rigorous reading fluency intervention studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01