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Fluency

The intervention guides and materials below are targeted to meet student needs in the area of reading fluency.

Listening Passage Preview/Phrase Drill

Objective: Students will increase word recognition accuracy when reading sentences in story passages using listening passage preview (LPP) and phrase drill (PD) strategies.
Skill(s): Accuracy in word recognition, reading fluency
Intervention Need: Accuracy (achieve 90-95% accuracy when reading words in sentences/connected text).
Intervention Guide: Listening Passage Preview/Phrase Drill
Intervention Materials:

Repeated Reading with Partners

Objective: Students will increase reading rate (automaticity) when reading sentences and story passages using repeated reading (RR) strategies with peer support.
Skill(s): Reading fluency
Intervention Need: Automaticity (achieve 95% accuracy with automatic responses in reading connected text).
Intervention Guide: Repeated Reading with Partners
Intervention Materials:

References

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 Behavior Analysis, 27, 459–469.

Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers’ fluency and
comprehension. Reading Research Quarterly, 22, 389-406.

Herman, P. A. (1985). The effects of repeated readings on reading rate, speech pauses, and word recognition
accuracy. Reading Research Quarterly, 20, 553-565.

Begeny, J. C., Daly, E. J. III, & Valleley, R. J. (2006). Improving oral reading fluency through response opportunities:
A comparison of phrase drill error correction with repeated readings. Journal of Behavioral Education, 15, 229-235. doi: 10.1007/s10864-006-9028-4

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, 386-406. doi: 10.1177/00222194020350050101

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 Behavior Analysis, 27, 459–469.

O'Shea, L. J., Munson, S, M, & O'Shea, D. J. (1984). Error correction in oral reading: Evaluating the effectiveness of
three procedures. Education and Treatment of Children, 7, 203-214.

Rasinski, T. V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of
Educational Research, 83, 147-150.

Rasinski, T., Homan, S. & Biggs, M. (2009). Teaching reading fluency to struggling readers: Method, materials, and
evidence. Reading & Writing Quarterly, 25, 192-204. doi: 10.1080/10573560802683622

Rose, T. L. (1984). The effects of two prepractice procedures on oral reading. Journal of Learning Disabilities, 17,
544-548.

Rose, T. L., McEntire, E., & Dowdy, C. (1982). Effects of two error-correction procedures on oral reading. Learning
Disability Quarterly, 5, 100-105

Samuels, S. J. (1979). The method of repeated reading. The Reading Teacher, 32, 403-408.

Sindelar, P. T., Monda, L. E., & O’Shea, L. J. (1990). Effects of repeated reading on instructional- and masterly-level
readers. Journal of Educational Research, 83, 220-226.

Skinner, C. H., Logan, P., Robinson, S. L., & Robinson, D. H. (1997). Demonstration as a reading intervention for
exceptional learners. School Psychology Review, 26, 437–447.

Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial
and Special Education, 25, 252–261. doi:10.1177/07419325040250040801


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Last modified on November 27, 2013.