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Wu S, Gadke DL. A preliminary evaluation of positive self‐review as an oral reading fluency intervention. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/12/2023]
Affiliation(s)
- Shengtian Wu
- Department of Psychology Illinois State University Normal Illinois USA
| | - Daniel L. Gadke
- Department of Counseling, Educational Psychology, and Foundations Mississippi State University Starkville Mississippi USA
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2
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Gadke DL, Drevon DD. Toward Incorporating Efficiency Data in Brief Experimental Analysis Decision Making. SCHOOL PSYCHOLOGY REVIEW 2020. [DOI: 10.1080/2372966x.2020.1717370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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3
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Doǧanay Bilgi A. Evaluating the effect of parent reading interventions on improving reading fluency of students with reading difficulties. BEHAVIORAL INTERVENTIONS 2020. [DOI: 10.1002/bin.1708] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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4
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Ardoin SP, Binder KS, Zawoyski AM, Foster TE, Blevins LA. Using Eye-Tracking Procedures to Evaluate Generalization Effects: Practicing Target Words During Repeated Readings Within Versus Across Texts. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2013.12087467] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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5
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Duhon GJ, Noell GH, Witt JC, Freeland JT, Dufrene BA, Gilbertson DN. Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2004.12086260] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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6
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Joseph LM. Facilitating Word Recognition and Spelling Using Word Boxes and Word Sort Phonic Procedures. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2002.12086146] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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7
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Daly EJ, Persampieri M, McCurdy M, Gortmaker V. Generating Reading Interventions Through Experimental Analysis of Academic Skills: Demonstration and Empirical Evaluation. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2005.12086294] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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8
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Daly EJ, Martens BK, Witt JC, Dool EJ. A Model for Conducting a Functional Analysis of Academic Performance Problems. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1997.12085886] [Citation(s) in RCA: 81] [Impact Index Per Article: 16.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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9
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Skinner CH, Logan P, Robinson SL, Robinson DH. Demonstration as a Reading Intervention for Exceptional Learners. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.1997.12085877] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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10
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Noell GH, Roane HS, VanDerHeyden AM, Whitmarsh EL, Gatti SL. Programming for the Generalization of Communication to the Classroom Following Assessment and Training Outside of the Classroom. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2000.12086028] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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11
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Archambault C, Mercer SH, Cheng MP, Saqui S. Lire en Français: Cross-Linguistic Effects of Reading Fluency Interventions in French Immersion Programs. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2019. [DOI: 10.1177/0829573518757790] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Research on the development of reading skills in bilingual students suggests that reading skills develop interdependently across languages. The current study examined the effects of a French reading fluency intervention on the French and English reading skills of three Grade 3 students attending a French immersion program using a concurrent multiple baseline across participants single-case design. Results indicate that the intervention produced improvements in French reading fluency on instructional passages during intervention sessions and generalized improvements in English reading fluency skills. These findings provide additional support for the transferability of reading skills across languages.
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Affiliation(s)
| | | | | | - Sonja Saqui
- University of British Columbia, Vancouver, Canada
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Wu S, Gadke DL, Stratton KK. Using Video Self-Modeling as a Small Group Reading Fluency Intervention for Elementary School Students. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2018. [DOI: 10.1080/15377903.2018.1443984] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Shengtian Wu
- Counseling and Educational Psychology, Mississippi State University, Mississippi State, Mississippi, USA
| | - Daniel L. Gadke
- Counseling and Educational Psychology, Mississippi State University, Mississippi State, Mississippi, USA
| | - Kasee K. Stratton
- Counseling and Educational Psychology, Mississippi State University, Mississippi State, Mississippi, USA
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Schmitt AJ, McCallum E, Hawkins RO, Stephenson E, Vicencio K. The effects of two assistive technologies on reading comprehension accuracy and rate. Assist Technol 2018; 31:220-230. [PMID: 29370581 DOI: 10.1080/10400435.2018.1431974] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022] Open
Abstract
This study compared the effectiveness of two assistive technologies to accommodate the word reading skills of four middle school students with reading learning disabilities. Kurzweil 3000 is a continuous text-to-speech (TTS) computer software program that allows students to follow along on a computer monitor while passages are read aloud. A reading pen is a discontinuous TTS assistive technology (AT) device that allows students to scan and hear selected words read aloud. An adapted alternating treatments design was implemented to compare the effects of listening-while-reading using continuous TTS AT, discontinuous TTS AT, and silently reading without accommodation on reading comprehension accuracy and rate. Results indicate that in three of the four participants, continuous TTS technology led to the greatest improvements in both comprehension accuracy and rate when compared to silent reading with effect sizes reaching 0.70 and 0.99, respectively. The fourth participant demonstrated the highest comprehension accuracy and rate in the discontinuous TTS condition. The discontinuous TTS condition led to the lowest comprehension rates across all four students. Additionally, participants generally found the continuous TTS AT to be the more acceptable of the two accommodations. Discussion focuses on possible theoretical explanations for the results and implications for future research.
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Affiliation(s)
- Ara J Schmitt
- Department of Counseling, Psychology and Special Education, Duquesne University , Pittsburgh , Pennsylvania , USA
| | - Elizabeth McCallum
- Department of Counseling, Psychology and Special Education, Duquesne University , Pittsburgh , Pennsylvania , USA
| | - Renee O Hawkins
- School of Human Services, University of Cincinnati , Cincinnati , Ohio , USA
| | - Emily Stephenson
- Department of Counseling, Psychology and Special Education, Duquesne University , Pittsburgh , Pennsylvania , USA
| | - Kenneth Vicencio
- Department of Counseling, Psychology and Special Education, Duquesne University , Pittsburgh , Pennsylvania , USA
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14
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Lockl K, Händel M, Artelt C. Kompetenztestung bei Grundschulkindern. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2018. [DOI: 10.1026/0049-8637/a000183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Die vorliegende Studie ging der Frage nach, ob die Validität eines sprachlich vorgegebenen Wissenstests für Grundschülerinnen und Grundschüler durch bestimmte Administrationsbedingungen gesteigert werden kann. In der Studie bearbeiteten 319 Drittklässlerinnen und Drittklässler im Klassenkontext einen inhaltlichen Test zum metakognitiven Wissen über Lernstrategien, der in zwei Varianten (Zuhören vs. Zuhören und Mitlesen) vorgegeben wurde. Darüber hinaus wurde ein Wortschatztest eingesetzt und der familiäre Sprachhintergrund der Kinder erhoben. Als wichtigsten Befund ergab eine Mehrebenenanalyse eine signifikante Interaktion von Testbedingung und den sprachlichen Kompetenzen: Kinder mit vergleichsweise geringem Wortschatz erzielten in der Zuhören-und-Mitlesen-Bedingung höhere Werte in einem Test zum metakognitiven Wissen als in der Zuhören-Bedingung, wohingegen sich bei Kindern mit größerem Wortschatz kein Unterschied zwischen den Testbedingungen ergab. Ein entsprechendes Befundmuster zeigte sich, wenn anstatt des Wortschatzes der Sprachhintergrund berücksichtigt wurde. Somit sprechen die Ergebnisse dafür, dass Kinder mit geringeren Sprachkompetenzen von der Möglichkeit profitieren, die Aufgabentexte mitzulesen. Folglich erhöht die Zuhören-und-Mitlesen-Bedingung die Validität der Testung, was mit Blick auf die theoretischen und diagnostischen Implikationen diskutiert wird.
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Affiliation(s)
- Kathrin Lockl
- Leibniz-Institut für Bildungsverläufe e.V., Otto-Friedrich-Universität Bamberg
| | - Marion Händel
- Universität Erlangen-Nürnberg, Lehrstuhl für Pädagogische Psychologie und Exzellenzforschung
| | - Cordula Artelt
- Leibniz-Institut für Bildungsverläufe e.V., Otto-Friedrich-Universität Bamberg
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15
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Szadokierski I, Burns MK, McComas JJ. Predicting Intervention Effectiveness From Reading Accuracy and Rate Measures Through the Instructional Hierarchy: Evidence for a Skill-by-Treatment Interaction. SCHOOL PSYCHOLOGY REVIEW 2017. [DOI: 10.17105/spr-2017-0013.v46-2] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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16
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Joseph LM, Alber-Morgan S, Neef N. APPLYING BEHAVIOR ANALYTIC PROCEDURES TO EFFECTIVELY TEACH LITERACY SKILLS IN THE CLASSROOM. PSYCHOLOGY IN THE SCHOOLS 2015. [DOI: 10.1002/pits.21883] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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17
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The Effect of Colored Overlays on Reading Fluency in Individuals with Dyslexia. Behav Anal Pract 2015; 9:191-8. [PMID: 27622123 DOI: 10.1007/s40617-015-0079-7] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Revised: 07/16/2015] [Indexed: 10/23/2022] Open
Abstract
Colored overlays, one type of tinted filter, are plastic reading sheets tinted with color and placed over text to eliminate or alleviate a wide range of reading difficulties such as low reading rate, accuracy, and comprehension. The effects of colored overlays on reading problems associated with dyslexia were investigated in this study via a multielement design. Reading fluency was assessed when participants read with and without colored overlays. Undifferentiated responding, or decreased accuracy, resulted across three participants, suggesting that colored overlays were ineffective and potentially detrimental to participants' reading abilities. As a result, empirically validated reading techniques were implemented across individuals. These findings are discussed and recommendations are made in regards to the use of research-based reading interventions.
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Reisener CD, Lancaster AL, McMullin WA, Ho T. A Preliminary Investigation of Evidence-Based Interventions to Increase Oral Reading Fluency in Children With Autism. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2014. [DOI: 10.1080/15377903.2013.869785] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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19
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Zoder-Martell K, Dufrene B, Sterling H, Tingstrom D, Blaze J, Duncan N, Harpole L. Effects of Verbal and Graphed Feedback on Treatment Integrity. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2013. [DOI: 10.1080/15377903.2013.836776] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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20
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Daly EJ, Bonfiglio CM, Mattson T, Persampieri M, Foreman-Yates K. REFINING THE EXPERIMENTAL ANALYSIS OF ACADEMIC SKILLS DEFICITS: PART II. USE OF BRIEF EXPERIMENTAL ANALYSIS TO EVALUATE READING FLUENCY TREATMENTS. J Appl Behav Anal 2013; 39:323-31. [PMID: 17020212 PMCID: PMC1702401 DOI: 10.1901/jaba.2006.13-05] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
The technology of brief experimental analysis is just beginning to be used for identification of effective treatments for individual students who experience difficulty with oral reading fluency. In this study, the effect of a reading fluency treatment package was examined on easy and hard passages, and generalization was assessed on passages with high content overlap. The results suggest that the treatment package increased reading fluency for all 3 students. Effects were moderated by difficulty level for all 3 students. Results are discussed in terms of future refinements to the procedures, validation of the methods, and potential applications in clinical and school settings.
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Affiliation(s)
- Edward J Daly
- University of Nebraska-Lincoln, Educational Psychology, 68588, USA.
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Daly EJ, Martens BK, Hamler KR, Dool EJ, Eckert TL. A BRIEF EXPERIMENTAL ANALYSIS FOR IDENTIFYING INSTRUCTIONAL COMPONENTS NEEDED TO IMPROVE ORAL READING FLUENCY. J Appl Behav Anal 2013. [DOI: 10.1901/jaba.1999.32-83] [Citation(s) in RCA: 91] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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22
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Skinner CH, Cooper L, Cole CL. THE EFFECTS OF ORAL PRESENTATION PREVIEWING RATES ON READING PERFORMANCE. J Appl Behav Anal 2013. [DOI: 10.1901/jaba.1997.30-331] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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23
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Andersen MN, Daly EJ, Young ND. EXAMINATION OF A ONE-TRIAL BRIEF EXPERIMENTAL ANALYSIS TO IDENTIFY READING FLUENCY INTERVENTIONS. PSYCHOLOGY IN THE SCHOOLS 2013. [DOI: 10.1002/pits.21682] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Benitez P, Domeniconi C. Verbalizações de familiares durante aprendizagem de leitura e escrita por deficientes intelectuais¹. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2012. [DOI: 10.1590/s0103-166x2012000400010] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
A utilização de um programa informatizado de ensino de leitura e escrita, aplicado por pais e familiares, permitiu analisar as verbalizações fornecidas pelos aplicadores, a fim de auxiliar os aprendizes nas tarefas de ensino. Embora tais verbalizações tenham sido identificadas em estudos anteriores, a presente pesquisa objetivou categorizar e quantificar os tipos de dicas verbais fornecidas pelos familiares na condição de monitores, em razão da falta de sistematização das mesmas. Participaram do estudo três responsáveis por três aprendizes com deficiência intelectual, expostos ao programa em suas residências. O procedimento constituiu na categorização e quantificação das dicas verbais emitidas pelos monitores. Como resultado, foram estabelecidas duas categorias de dicas: adequadas (Fornecer a instrução da tarefa e Elogiar) e inadequadas (Apontar erros na resposta do aprendiz e Responder pelo aprendiz). Sugere-se que seja adotada a categoria de dicas adequadas em treinamentos futuros de monitores, a fim de favorecer a interação inicial entre o aprendiz e o programa.
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Kupzyk S, Daly EJ, Andersen MN. A comparison of two flash-card methods for improving sight-word reading. J Appl Behav Anal 2012; 44:781-92. [PMID: 22219529 DOI: 10.1901/jaba.2011.44-781] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2010] [Accepted: 02/11/2011] [Indexed: 11/22/2022]
Abstract
Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR procedure-strategic incremental rehearsal (SIR)-to determine whether the effects of IR might be improved by incorporating variables likely to increase word acquisition. These included increased opportunities to respond to unknown stimuli, using learner responding as a basis for changing instructional items, and systematic prompting methods. An A-B-A-B design was used to compare the effects of IR and SIR for increasing sight-word reading with 4 elementary school students. Results indicated that students read more words correctly with SIR than with IR. In addition, similar patterns of responding were seen at a 2-week follow-up.
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Affiliation(s)
- Sara Kupzyk
- University of Nebraska–Lincoln, Lincoln, Nebraska 68588, USA
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26
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Schreder SJ, Hupp SDA, Everett GE, Krohn E. Targeting Reading Fluency Through Brief Experimental Analysis and Parental Intervention Over the Summer. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2012. [DOI: 10.1080/15377903.2012.670047] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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27
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Scholin SE, Burns MK. Relationship between pre-intervention data and post-intervention reading fluency and growth: A meta-analysis of assessment data for individual students. PSYCHOLOGY IN THE SCHOOLS 2012. [DOI: 10.1002/pits.21599] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
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28
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Moussa-Inaty J, Ayres P, Sweller J. Improving Listening Skills in English as a Foreign Language by Reading Rather than Listening: A Cognitive Load Perspective. APPLIED COGNITIVE PSYCHOLOGY 2011. [DOI: 10.1002/acp.1840] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | - Paul Ayres
- University of New South Wales; Sydney; Australia
| | - John Sweller
- University of New South Wales; Sydney; Australia
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29
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Swanson E, Wanzek J, Petscher Y, Vaughn S, Heckert J, Cavanaugh C, Kraft G, Tackett K. A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. JOURNAL OF LEARNING DISABILITIES 2011; 44:258-75. [PMID: 21521868 PMCID: PMC3319370 DOI: 10.1177/0022219410378444] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.
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Affiliation(s)
- Elizabeth Swanson
- The Meadows Center for Preventing Educational Risk, The Unviersity of Texas at Austin, Austin, TX 78712, USA.
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Schmitt AJ, Hale AD, McCallum E, Mauck B. Accommodating remedial readers in the general education setting: Is listening-while-reading sufficient to improve factual and inferential comprehension? PSYCHOLOGY IN THE SCHOOLS 2010. [DOI: 10.1002/pits.20540] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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31
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Hawkins RO, Musti-Rao S, Hale AD, McGuire S, Hailley J. Examining listening previewing as a classwide strategy to promote reading comprehension and vocabulary. PSYCHOLOGY IN THE SCHOOLS 2010. [DOI: 10.1002/pits.20513] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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32
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Ardoin SP, Williams JC, Klubnik C, McCall M. Three versus six rereadings of practice passages. J Appl Behav Anal 2010; 42:375-80. [PMID: 19949527 DOI: 10.1901/jaba.2009.42-375] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2007] [Accepted: 10/15/2008] [Indexed: 10/20/2022]
Abstract
Although the literature clearly demonstrates that repeated readings result in immediate effects on students' performance on the intervention materials as well as long-term benefits, data are less promising regarding its immediate generalization effects to similar materials. Using an alternating treatments design, the current study evaluated the effects of a multicomponent repeated reading intervention on generalization passages after students had read a passage three versus six times. Results indicated improvements in fluency as a result of both interventions, with slightly greater maintenance effects when students were given six opportunities to read passages.
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Affiliation(s)
- Scott P Ardoin
- University of Georgia, Department of Educational Psychology and Instructional Technology, 325L Aderhold Hall, Athens, Georgia 30622, USA
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Wanzek J, Wexler J, Vaughn S, Ciullo S. Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research. READING AND WRITING 2010; 23:889-912. [PMID: 21072128 PMCID: PMC2975107 DOI: 10.1007/s11145-009-9179-5] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9-11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions.
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Affiliation(s)
- Jeanne Wanzek
- Florida State University, School of Teacher Education and Florida Center for Reading Research, C234B Psychology, 1107 Call St., P.O. Box 306-4304, Tallahassee, FL 32306, USA
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Skinner CH, Williams JL, Morrow JA, Hale AD, Neddenriep CE, Hawkins RO. The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates. PSYCHOLOGY IN THE SCHOOLS 2009. [DOI: 10.1002/pits.20442] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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35
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Petursdottir AL, McMaster K, McComas JJ, Bradfield T, Braganza V, Koch-McDonald J, Rodriguez R, Scharf H. Brief experimental analysis of early reading interventions. J Sch Psychol 2009; 47:215-43. [PMID: 19480886 DOI: 10.1016/j.jsp.2009.02.003] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2008] [Revised: 02/15/2009] [Accepted: 02/23/2009] [Indexed: 11/17/2022]
Abstract
The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth slope in letter sound fluency (LSF). Interventions were tested within a multielement design with brief mini-reversals until an intervention yielding at least 20% improvement ona specific subskill measure or a curriculum-based measure of LSF was identified. BEA-identified interventions were implemented one-on-one for 5 to 9 weeks. A multiple-baseline design across participants showed large intervention effects (average adjusted d=2.4) on general outcome measures, supporting treatment validity of BEAs. Findings extend the BEA literature to younger participants, early reading interventions, and early reading measures.
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Edmonds MS, Vaughn S, Wexler J, Reutebuch C, Cable A, Tackett KK, Schnakenberg JW. A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers. REVIEW OF EDUCATIONAL RESEARCH 2009; 79:262-300. [PMID: 20072704 PMCID: PMC2804990 DOI: 10.3102/0034654308325998] [Citation(s) in RCA: 61] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. Twenty-nine studies were located and synthesized. Thirteen studies met criteria for a meta-analysis, yielding an effect size (ES) of 0.89 for the weighted average of the difference in comprehension outcomes between treatment and comparison students. Word-level interventions were associated with ES = 0.34 in comprehension outcomes between treatment and comparison students. Implications for comprehension instruction for older struggling readers are described.
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Wexler J, Vaughn S, Edmonds M, Reutebuch CK. A synthesis of fluency interventions for secondary struggling readers. READING AND WRITING 2008; 21:317-347. [PMID: 22485066 PMCID: PMC3320221 DOI: 10.1007/s11145-007-9085-7] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Previous research studies examining the effects of fluency interventions on the fluency and comprehension outcomes for secondary struggling readers are synthesized. An extensive search of the professional literature between 1980 and 2005 yielded a total of 19 intervention studies that provided fluency interventions to secondary struggling readers and measured comprehension and/or fluency outcomes. Findings revealed fluency outcomes were consistently improved following interventions that included listening passage previewing such as listening to an audiotape or adult model of good reading before attempting to read a passage. In addition, there is preliminary evidence that there may be no differential effects between repeated reading interventions and the same amount of non-repetitive reading with older struggling readers for increasing reading speed, word recognition, and comprehension.
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Affiliation(s)
- Jade Wexler
- Special Education, The University of Texas at Austin, College of Education SZB 228, 1 University, Station D4900, Austin, TX 78712, USA
| | - Sharon Vaughn
- Special Education, The University of Texas at Austin, College of Education SZB 228, 1 University, Station D4900, Austin, TX 78712, USA
| | - Meaghan Edmonds
- Educational Psychology, The University of Texas at Austin, College of Education SZB 228, 1 University Station D4900, Austin, TX 78712, USA
| | - Colleen Klein Reutebuch
- Special Education, The University of Texas at Austin, College of Education SZB 228, 1 University, Station D4900, Austin, TX 78712, USA
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Gortmaker VJ, Daly EJ, McCurdy M, Persampieri MJ, Hergenrader M. Improving reading outcomes for children with learning disabilities: using brief experimental analysis to develop parent-tutoring interventions. J Appl Behav Anal 2007; 40:203-21. [PMID: 17624063 PMCID: PMC1885407 DOI: 10.1901/jaba.2007.105-05] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities using empirically derived reading interventions. Brief experimental analyses were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the procedures during parent-tutoring sessions at home and results were measured continuously in high-word-overlap and low-word-overlap passages to determine whether generalization occurred. Parent and child satisfaction with the procedures was assessed. Results demonstrated generalized increases in reading fluency in both high-word-overlap and low-word-overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective. Results are discussed in terms of structuring reading fluency interventions that promote generalization and maintenance of treatment effects.
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Affiliation(s)
- Valerie J Gortmaker
- Correspondence should be sent to Valerie J Gortmaker, Munroe-Meyer Institute, 985450 Nebraska Medical Center, Omaha, Nebraska 68198, e-mail:
| | - Edward J Daly
- Correspondence should be sent to Edward J Daly, III, University of Nebraska–Lincoln, Educational Psychology, 33 Teachers College, Lincoln, Nebraska 68588, e-mail:
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Daly EJ, Bonfiglio CM, Mattson T, Persampieri M, Foreman-Yates K. Refining the experimental analysis of academic skills deficits: Part I. An investigation of variables that affect generalized oral reading performance. J Appl Behav Anal 2006; 38:485-97. [PMID: 16463529 PMCID: PMC1309711 DOI: 10.1901/jaba.2005.113-04] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions have not systematically examined difficulty level as a variable that may affect instructional outcomes. The experiment reported in this paper expands (a) the measurement of the dependent variables to include generalized increases across tasks (reading passages) and (b) the combination of independent variables used to produce measurable generalized increases. The results demonstrate the importance of combining reward and instructional variables (including difficulty level) to produce generalized increases and how those variables can be meaningfully investigated prior to making treatment recommendations.
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Affiliation(s)
- Edward J Daly
- University of Nebraska-Lincoln, Educational Psychology, Nebraska 68588, USA.
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Persampieri M, Gortmaker V, Daly EJ, Sheridan SM, McCurdy M. Promoting parent use of empirically supported reading interventions: two experimental investigations of child outcomes. BEHAVIORAL INTERVENTIONS 2006. [DOI: 10.1002/bin.210] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Lerman DC, Vorndran C, Addison L, Kuhn SA. A rapid assessment of skills in young children with autism. J Appl Behav Anal 2004; 37:11-26. [PMID: 15154212 PMCID: PMC1284474 DOI: 10.1901/jaba.2004.37-11] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Educational interventions based on the principles of behavior analysis are highly effective for establishing skills in young children with autism. As a first step in program development, the child's current skill level is determined by evaluating performance on tasks drawn from a preestablished curriculum. However, few specific guidelines have been delineated for conducting these skills assessments or interpreting the results. In this study, we evaluated an efficient methodology for conducting skills assessments. Six children who had been diagnosed with autism participated. The relative efficacy of two assessment packages--one containing several reinforcement procedures and one containing several potentially effective prompts--was evaluated across two to three skills for each child using multiple baseline and reversal designs. Results suggested that the methodology was useful for matching targeted skills to appropriate interventions.
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Affiliation(s)
- Dorothea C Lerman
- 236 Audubon Hall, Louisiana State University, Baton Rouge, Louisiana 70803, USA.
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Hale AD, Skinner CH, Winn BD, Oliver R, Allin JD, Molloy CC. An investigation of listening and listening-while-reading accommodations on reading comprehension levels and rates in students with emotional disorders. PSYCHOLOGY IN THE SCHOOLS 2004. [DOI: 10.1002/pits.20027] [Citation(s) in RCA: 34] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Chard DJ, Vaughn S, Tyler BJ. A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. JOURNAL OF LEARNING DISABILITIES 2002; 35:386-406. [PMID: 15490537 DOI: 10.1177/00222194020350050101] [Citation(s) in RCA: 92] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.
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Affiliation(s)
- David J Chard
- University of Oregon, Special Education Area, Eugene 97403, USA.
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Martin JJ, Skinner CH, Neddenriep CE. Extending research on the interspersal procedure to perceptions of continuous reading assignments: Applied and theoretical implications of a failure to replicate. PSYCHOLOGY IN THE SCHOOLS 2001. [DOI: 10.1002/pits.1027] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Noell GH, Gresham FM. A multiple-sequence variant of the multiple-baseline design: A strategy for analysis of sequence effects and treatment comparison. SCHOOL PSYCHOLOGY QUARTERLY 2001. [DOI: 10.1521/scpq.16.2.207.18699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Richman DM, Wacker DP, Cooper-Brown LJ, Kayser K, Crosland K, Stephens TJ, Asmus J. Stimulus characteristics within directives: effects on accuracy of task completion. J Appl Behav Anal 2001; 34:289-312. [PMID: 11678525 PMCID: PMC1284323 DOI: 10.1901/jaba.2001.34-289] [Citation(s) in RCA: 17] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
Three experiments were conducted in an outpatient setting with young children who had been referred for treatment of noncompliant behavior and who had coexisting receptive language or receptive vocabulary difficulties. Experiment 1 studied differential responding of the participants to a brief hierarchical directive analysis (least-to-most complex stimulus prompts) to identify directives that functioned as discriminative stimuli for accurate responding. Experiment 1 identified distinct patterns of accurate responding relative to manipulation of directive stimulus characteristics. Experiment 2 demonstrated that directives identified as effective or ineffective in obtaining stimulus control of accurate responding during Experiment 1 continued to control accurate responding across play activities and academic tasks. Experiment 3 probed effects of the interaction between the type of directive (effective vs. ineffective) and the reinforcement contingency (differential reinforcement for attempts vs. differential reinforcement for accurate responses) on accurate task completion and disruptive behavior. Results suggested that behavioral escalation from inaccurate responding to disruptive behavior occurred only when ineffective directives were combined with differential reinforcement for accurate task completion. The overall results are discussed in terms of developing a methodology for identifying stimulus characteristics of directives that affect accurate responding.
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Affiliation(s)
- D M Richman
- College of Education, The University of Iowa, USA
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Freeland JT, Skinner CH, Jackson B, McDaniel CE, Smith S. Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention. PSYCHOLOGY IN THE SCHOOLS 2000. [DOI: 10.1002/1520-6807(200009)37:5<415::aid-pits2>3.0.co;2-l] [Citation(s) in RCA: 71] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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III EJD, Hintze JM, Hamler KR. Improving practice by taking steps toward technological improvements in academic intervention in the new millennium. PSYCHOLOGY IN THE SCHOOLS 1999. [DOI: 10.1002/(sici)1520-6807(200001)37:1<61::aid-pits7>3.0.co;2-#] [Citation(s) in RCA: 17] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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