Abstract
The generalization effects of empirically-supported fluency-based reading interventions have been largely ignored. The purpose of this study was to evaluate the effects of two fluency-based reading interventions, Repeated Readings and Multiple Exemplars, on elementary-aged children’s immediate and generalized oral reading fluency rate. Using a within-subjects group design, a total of 42 second (n = 25) and fourth (n = 17) grade general education students were administered both interventions and their generalized responding to passages containing high word and medium word overlap was assessed. Results indicated that children’s oral fluency on intervention passages was significantly greater during the Repeated Readings intervention. However, children’s oral reading fluency on generalization passages containing medium word overlap was significantly greater following the Multiple Exemplars intervention. This difference was however possibly due to the Multiple Exemplar medium word overlap passage being easier for students to read. No significant differences between the two interventions were observed in children’s oral reading fluency on generalization passages containing high word overlap. Implications and limitations of the study are discussed in relation to improving students’ reading fluency on generalization passages.
Similar content being viewed by others
References
Ardoin, S. P. (2006). The response in response to intervention: Evaluating the utility of assessing maintenance of intervention effects. Psychology in the Schools, 43(6), 713–725.
Ardoin, S. P., McCall, M., & Klubnik, C. (2007). Promoting generalization of oral reading fluency: Providing drill versus practice opportunities. Journal of Behavioral Education, 16(1), 55–70.
Barnett, D. W., Daly, E. J., III, Jones, K. M., & Lentz, F. E. (2004). Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. Journal of Special Education, 38(2), 66–79.
Bonfiglio, C. M., Daly, E. J., III, Martens, B. K., Lin, L.-H. R., & Corsaut, S. (2004). An experimental analysis of reading interventions: Generalization across instructional strategies, time, and passages. Journal of Applied Behavior Analysis, 37(1), 111–114.
Chard, D. J., Vaughn, S., & Tyler, B.-J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386–406.
Daly, E. J., III, Martens, B. K., Dool, E. J., & Hintze, J. M. (1998). Using brief functional analysis to select interventions for oral reading. Journal of Behavioral Education, 8(2), 203–218.
Daly, E. J., III, Martens, B. K., Hamler, K. R., Dool, E. J., & Eckert, T. L. (1999). A brief experimental analysis for identifying instructional components needed to implement oral reading fluency. Journal of Applied Behavior Analysis, 32, 83–94.
Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22(4), 389–406.
Eckert, T. L., Ardoin, S. P., Daisey, D. M., & Scarola, M. D. (2000). Empirically evaluating the effectiveness of reading interventions: The use of brief experimental analysis and single case designs. Psychology in the Schools, 37, 463–473.
Eckert, T. L., Ardoin, S. P., Daly, E. J., III, & Martens, B. K. (2002). Improving oral reading fluency: A brief experimental analysis of combining an antecedent intervention with consequences. Journal of Applied Behavior Analysis, 35, 271–281.
Lyon, G. R. (1996). Learning disabilities. The Future of Children, 6, 54–76.
Martens, B. K., Eckert, T. L., Begeny, J. C., Lewandowski, L. J., DiGennaro, F. D., Montarello, S. A., et al. (2007). Effects of a fluency-building program on the reading performance of low-achieving second and third grade students. Journal of Behavioral Education, 16(1), 39–54.
McCurdy, M., Daly, E., Gortmaker, V., Bonfiglio, C., & Persampieri, M. (2007). Use of brief instructional trials to identify small group reading strategies: A two experiment study. Journal of Behavioral Education, 16(1), 7–26.
Mercer, C. D., Campbell, J. R., & Miller, M. D. (2000). Effects of a reading fluency intervention for middle schoolers with specific learning disabilities. Learning Disabilities Research & Practice, 15(4), 179.
Morgan, P. L., & Sideridis, G. D. (2006). Contrasting the effectiveness of fluency interventions for students with or at risk for learning disabilities: A multilevel random coefficient modeling meta-analysis. Learning Disabilities Research & Practice, 21(4), 191–210.
National Educational Goals White House. (1990). National goals for education. Washington: Author.
National Institute of Child Health and Human Development. (2000a). Report of the National Reading Panel, Teaching children to read: An evidence-based assessment of the scientific literature on reading and its implications for reading instruction: Reports of the subgroups, NIH Publication NO. 00-4754. Washington, DC: U.S. Government Printing Office.
National Institute of Child Health and Human Development. (2000b). Report of the National Reading Panel. Teaching Children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, NIH Publication No 00-4769. Washington, DC: U.S. Government Printing Office.
No Child Left Behind Act of 2001 U.S. Department of Education. (2003). No child left behind. Retrieved April 1, 2007, from http://www.ed.gov/nclb/landing.jhtml.
Rashotte, C. A., & Torgesen, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20, 180–188.
Rose, T. L., & Sherry, L. (Winter, 1984). Relative effects of two previewing procedures on LD adolescents’ oral reading performance. Learning Disability Quarterly, 7, 39–44.
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403–408.
Shapiro, E. S. (1996). Academic skills problems. New York, NY: Guilford.
Silver Burdett, & Ginn. (1991). Word of reading. Morristown, NJ: Author.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Spache, G. (1953). A new readability formula for primary grade reading materials. Elementary School Journal, 55, 410–413.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407.
Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367.
Stokes, T. F., & Osnes, P. G. (1989). An operant pursuit of generalization. Behavior Therapy, 20, 337–355.
Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). Boston: Allyn & Bacon.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial & Special Education, 25(4), 252–261.
Therrien, W. J., Wickstrom, K., & Jones, K. (2006). Effect of a combined repeated reading and question generation intervention on reading achievement. Learning Disabilities Research & Practice, 21(2), 89–97.
Weinstein, G., & Cooke, N. L. (1992). The effects of two repeated reading interventions on generalization of fluency. Learning Disability Quarterly, 15, 21–28.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Ardoin, S.P., Eckert, T.L. & Cole, C.A.S. Promoting Generalization of Reading: A Comparison of Two Fluency-Based Interventions for Improving General Education Student’s Oral Reading Rate. J Behav Educ 17, 237–252 (2008). https://doi.org/10.1007/s10864-008-9066-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10864-008-9066-1