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Effects of a Multicomponent Intervention to Improve Reading Fluency in Adult Students
Author(s) -
Halldórsdóttir Lilja Ýr,
Valdimarsdóttir Hildur,
Arntzen Erik
Publication year - 2017
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.1452
Subject(s) - fluency , psychology , reading (process) , reading comprehension , session (web analytics) , intervention (counseling) , generalization , norwegian , comprehension , cognitive psychology , developmental psychology , mathematics education , linguistics , computer science , mathematical analysis , philosophy , mathematics , psychiatry , world wide web
The purpose of the present study was to use a delayed multiple probe design to evaluate the effects of a multicomponent intervention on reading fluency in three adult Norwegian university students. Prior to the study, all the participants had below average reading speed and one had the diagnosis dyslexia. The present procedure consisted of reading support, fluency aim, repeated reading, performance feedback, and error correction. Training involved daily sessions where a passage was read four times in a session or until a predetermined fluency aim was reached. Each participant read 10 passages during the intervention. Maintenance, generalization, and reading comprehension were tested to evaluate characteristics of fluent performance. The main findings indicate that reading fluency of all the participants improved. Results are discussed with regard to (i) conducting a multicomponent intervention; (ii) maintenance of the achieved improvements; (iii) possible effects on reading comprehension; and (iv) social validity of the study. Copyright © 2016 John Wiley & Sons, Ltd.