Brief experimental analyses (BEA) have been used to identify effective individualized interventions for improving reading fluency with school-age children. Interventions involving incentives, modeling, repeated reading, and error correction are most often tested in a BEA. However, these interventions are rarely modified according to individual…

Purpose: The purpose of this article is to respond to A. G. Kamhi's (2007) challenge to consider two points of view on reading--the broad and the narrow. Each point of view includes a component of the reading process; namely, comprehension and word recognition. Taken separately, each point of view is insufficient for our understanding of the…

This study described oral reading fluency and within word pattern spelling, using rate and accuracy as the fluency measures. Oral reading measures, including reading for one minute, reading an entire passage, word recognition in isolation, and in context reading accuracy were examined with 56 second, third, fourth, and fifth graders. All students…

The purpose of this study was to compare the variety, complexity, and frequency of reading behaviors of three groups of first grade students--students who discontinued from Reading Recovery (D-RR), students who did not discontinue from Reading Recovery (ND-RR), and students who never needed Reading Recovery (A-NRR). Students were asked to read…

The purpose of this study is to add to the knowledge of reading development by investigating reading processes from a neurocognitive and educational perspective. This study seeks to provide some insight about reading development for the neuroscience field. The goals of this study are to attain a clearer picture of reading development by using both…

Many schools in the United States use the IQ-achievement discrepancy method to identify children with learning disabilities (a significant split between their intelligence and their achievement skills). Unfortunately struggling students who are not identified by this method remain in the regular education setting with no additional supports and…

All children can learn. Each child learns in numerous ways and at a different pace. When children are given opportunity, appropriate foundation, support, and precise instruction, learning is enhanced and encouraged. This study investigated an instructional approach for teaching reading to elementary students who were determined to have a learning…

"Sound Partners" (Vadasy et al., 2004) is a phonics-based tutoring program that provides supplemental reading instruction to elementary school students grades K-3 with below average reading skills. The program is designed specifically for use by tutors with minimal training and experience. Instruction emphasizes letter-sound…

"Reading Apprenticeship"[R] is an instructional approach that intends to help middle school, high school, and community college students develop skills and knowledge to improve their engagement, fluency, and comprehension of content-area materials and texts. To achieve these goals, "Reading Apprenticeship"[R] provides a range…

This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs) with a specific learning disability (SLD) in reading. A multiple baseline reversal design across subjects was used to explore the effects of repeated reading…

Students with and at risk for emotional and behavioral disorders typically demonstrate low rates of responsiveness to reading interventions. This study examined the effect of implementing a multi-dimensional secondary intervention package on students' oral reading fluency (ORF). Fluency building was added to accuracy instruction and behavioral…

The ability to learn is an important life skill. It is a critical skill for participation in all aspects of life, including school, work, and the community. It is a major key to accessing knowledge, gaining independence, and exercising life choices. Many people believe that individuals with moderate disabilities cannot learn how to read. They…

The current study examined the predictive validity of oral reading fluency measures across first, second, and third grades for two reading achievement measures at the end of third grade. Oral reading fluency measures were administered to students from first grade to third. The "Texas Assessment of Knowledge and Skills" and the…

To investigate the effect of concurrent instruction in Dutch and English on reading acquisition in both languages, 23 pupils were selected from a school with bilingual education, and 23 from a school with education in Dutch only. The pupils had a Dutch majority language background and were comparable with regard to social-economic status (SES).…

Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by…