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Effect of a Combined Repeated Reading and Question Generation Intervention on Reading Achievement
Author(s) -
Therrien William J.,
Wickstrom Katherine,
Jones Kevin
Publication year - 2006
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2006.00209.x
Subject(s) - fluency , reading (process) , reading comprehension , learning disability , psychology , intervention (counseling) , mathematics education , at risk students , response to intervention , comprehension , repeated measures design , academic achievement , developmental psychology , special education , computer science , linguistics , statistics , mathematics , philosophy , psychiatry , programming language
Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random sampling. Instructional components and training were based on best practices reported in the literature. Students receiving intervention significantly improved their reading speed and ability to answer inferential comprehension questions on passages that were reread. Compared to the control group, students in the intervention group also made significant gains in oral reading fluency on independent passages.