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Autor/inn/en | Zimmermann, Leah M.; Reed, Deborah K.; Aloe, Ariel M. |
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Titel | A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students with Reading Difficulties |
Quelle | In: Remedial and Special Education, 42 (2021) 2, S.78-93 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zimmermann, Leah M.) ORCID (Reed, Deborah K.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
DOI | 10.1177/0741932519855058 |
Schlagwörter | Reading Instruction; Reading Fluency; Elementary Secondary Education; Reading Difficulties; Intervention; Program Effectiveness; Reading Comprehension; Oral Reading; Reading Strategies |
Abstract | This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguished by their intervention structures; student groupings; and text difficulty, length, and genre. The overall multivariate weighted average standardized mean difference with robust variance yielded an improvement of less than 0.2 SD (d = 0.176) for non-repetitive reading fluency interventions, but results were positive and statistically significant. The moderator analysis revealed that the effect on comprehension outcomes (d = 0.239) was slightly larger than fluency outcomes (d = 0.105), but differences between the magnitude of the two outcomes were not statistically significant. Moreover, there was no indication of concern for publication bias. Studies comparing repeated reading and non-repetitive reading fluency interventions produced reading outcomes similar in magnitude, with no significant differences. Results indicated that non-repetitive reading fluency instruction may be a feasible approach for students with reading difficulties. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |