This experimental study was conducted to examine the relative effectiveness of a Repeated Reading (RR) and Wide Reading (WR) intervention when compared to typical instruction on secondary struggling readers' comprehension, fluency, and word reading. The sample consisted of a total of 96 students (9th through 12th grade) ranging in age from 13-17 in special education reading and English classrooms. Participants included students with learning disabilities (LD), dyslexia, or students selected as students with significant reading difficulties. The investigator paired students on variables of interest (i.e., reading level) within classes and then randomly assigned pairs to one of three groups: repeated reading (N=33), wide reading (N=34), or typical instruction (N=29). Tutors, trained by the investigator, monitored students as they worked in pairs in each treatment condition. Intervention was provided daily for approximately 15-20 minutes for 10 weeks.on several key components: opportunities for practice and feedback from a more competent peer, incorporating a model of good reading ... scores approximately 2 standard deviations below the mean), the intervention did not include a strong comprehension component. ... on Florida State outcome tests in 7th and 10th grade, whereas text fluency accounts for substantially more variance with 3rd graders.
|Title||:||The Relative Effects of Repeated Reading, Wide Reading, and a Typical Instruction Comparison Group on the Comprehension, Fluency, and Word Reading of Adolescents with Reading Disabilities|
|Author||:||Jade Ann Polen Wexler|
|Publisher||:||ProQuest - 2007|