Allinder, R. M., Dunse, L., Brunken, C. D., & Obermiller-Krolikowski, H. J. (2001). Improving fluency in at-risk readers and students with learning disabilities. Remedial and Special Education, 22, 48–54.
Allington, R. L. (1983). Fluency: The neglected reading goal. The Reading Teacher, 36, 556–561.
Becker, B. J. (1988). Synthesizing standardized mean change measures. British Journal of Mathematical and Statistical Psychology, 41, 257–278.
Biancarosa, G., & Snow, C. E. (2004). Reading next-A vision for action and research in middle and high school literacy: A report from Carnegie of New York. Washington, DC: Alliance for Excellence in Education.
Carver, R. P. (1997). Reading for 1 s, 1 min, or 1 year from the perspective of rauding theory. Scientific Studies of Reading, 1
Carver, R. P., & Hoffman, J. V. (1981). The effect of practice through repeated reading on gain in reading ability using a computer-based instructional system. Reading Research Quarterly, 16
Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Conte, R., & Humphreys, R. (1989). Repeated readings using audiotaped material enhances oral reading in children with reading difficulties. Journal of Communication Disorders, 22
Daly, E. J., & Martens, B. K. (1994). A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. Journal of Applied Behavioral Analysis, 27
Edmonds, M. S., Vaughn, S., Wexler. J., Reutebuch, C. K., Cable, A., Tackett, K, & Wick, J. (in press). A synthesis of reading interventions and effects on reading outcomes for older struggling readers. Review of Educational Research.
Engelmann, S., Meyer, L., Carnine, L., Becker, W., Eisele, J., & Johnson, G. (1998). Corrective reading decoding strategies. Columbus, OH: SRA/McGraw-Hill.
Freeland, J. T., Skinner, C. H., Jackson, B., McDaniel, E., & Smith, S. (2000). Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention. Psychology in the Schools, 37
Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5
Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20, 309–318.
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174–206.
Gresham, F. M., MacMillan, D. L., Beebe-Frankenberger, M. E., & Bocian, K. M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research & Practice, 15
Homan, S. P., Klesius, J. P., & Hite, C. (1993). Effects of repeated readings and nonrepetitive strategies on students’ fluency and comprehension. Journal of Educational Research, 87
Institute of Education Sciences (2003). What Works Clearinghouse Study Review Standards. Retrieved January 10, 2005 from What Works Clearinghouse Web site: http://www.whatworks.ed.gov/reviewprocess/study_standards_final.pdf
Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with learning disabilities. Journal of Learning Disabilities, 37
Kuhn, M. R., & Stahl, S. A. (2000). Fluency: A review of developmental and remedial practices (Rep. No. 2-008). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.
Kuhn, M.R., & Stahl, S.A. (2003). Fluency: A review of developmental and remedial practices (Rep. No. 2-008). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6
Lovett, M. W., Steinbach, K. A., & Frijters, J. C. (2000). Remediating the core deficits of developmental reading disability: A double-deficit perspective. Journal of Learning Disabilities, 33
Lyon, G. R., & Moats, L. C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 30, 578–588.
Mercer, C. D., Cambell, K. U., Miller, M. D., Mercer, K. D., & Lane, H. B. (2000). Effects of a reading fluency intervention for middle schoolers with specific learning disabilities. Learning Disabilities Research & Practice, 15
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.
O’Shea, L. J., Sindelar, P., & O’Shea, D. J. (1987). Effects of repeated readings and attentional cues on the reading fluency and comprehension of learning disabled readers. Learning Disabilities Research, 2, 103–109.
Paris, S. G., Carpenter, R. D., Paris, A. H., & Hamilton, E. E. (2005). Spurious and genuine correlates of children’s reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 131–160). Mahwah, NJ: Erlbaum.
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
Pressley, M. (2004). The need for research in secondary literacy education. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research (pp. 415–432). New York: Guilford.
Rashotte, C. A., & Torgeson, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20
Rasinski, T. V., Padak, N. D., McKeon, C. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent and Adult Literacy, 49
Rose, T. L., & Beattie, J. R. (1986). Relative effects of teacher-directed and taped previewing on oral reading. Learning Disability Quarterly, 9
Rose, T. L., & Sherry, L. (1984). Relative effects of two previewing procedures on LD adolescents’ oral reading performance. Learning Disability Quarterly, 7
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403–408.
Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained EBD classroom. Preventing School Failure, 46
Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8
Shapiro, E. S., & McCurdy, B. L. (1989). Effects of a taped-words treatment on reading proficiency. Exceptional Children, 55, 321–325.
Shinn, M. R., & Good, R. H. (1992). Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review, 21, 459–479.
Skinner, C. H., Cooper, L., & Cole, C. L. (1997). The effects of oral presentation previewing rates on reading performance. Journal of Applied Behavioral Analysis, 0
Skinner, C. H., & Shapiro, E. S. (1989). A comparison of taped-words and drill interventions on reading fluency in adolescents with behavior disorders. Education and Treatment of Children, 12, 123–133.
Steventon, C. E., & Frederick, L. D. (2003). The effects of repeated readings on student performance in the corrective reading program. Journal of Direct Instruction, 3, 17–27.
Strong, A. C., Wehby, J. H., Falk, K. B., & Lane, K. L. (2004). The impact of a structured reading curriculum and repeated reading on the performance of junior high students with emotional and behavioral disorders. School Psychology Review, 33, 561–581.
Swanson, H. L., & Hoskyn, M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research & Practice, 16
Swanson, H. L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68, 277–321.
Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25
Torgesen, J. K. (2004). Lessons learned from research on interventions for students who have difficulty learning to read. In P. McCardle & V. Chhabra (Eds.), The voice of evidence (pp. 355–382). Baltimore, Maryland: Paul H. Brookes.
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1
Valleley, R. J., & Shriver, M. D. (2003). An examination of the effects of repeated readings with secondary students. Journal of Behavioral Education, 12
Vaughn, S., Kim, A., Sloan, C. V. M., Hughes, M. T., Elbaum, B., & Sridhar, D. (2003). Social skills interventions for young children with disabilities: A synthesis of group design studies. Remedial and Special Education, 24, 2–15.
Wolf, M., & Bowers, P. G. (2000). Naming speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33
Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5
Woodruff, S., Schumaker, J. B., & Deschler, D. (2002). The effects of an intensive reading intervention on the decoding skills of high school students with reading deficits (Report No. RR-15). Washington, DC: Special Education Programs (ERIC Document Reproduction Service No. ED469293).