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The Effects of a Fluency Intervention Program on the Fluency and Comprehension Outcomes of Middle‐School Students with Severe Reading Deficits
Author(s) -
Spencer Sally A.,
Manis Franklin R.
Publication year - 2010
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.1540-5826.2010.00305.x
Subject(s) - fluency , psychology , reading (process) , reading comprehension , comprehension , intervention (counseling) , psychological intervention , learning disability , test (biology) , developmental psychology , mathematics education , linguistics , philosophy , psychiatry , paleontology , biology
Despite advances in the science of teaching reading, there still exists a small percentage of students who fail to make the expected progress in reading‐related skills, notwithstanding attempts at intervention. Even if these struggling readers learn to decode adequately, fluency remains a problem for many, and little is known about the effectiveness of fluency interventions for older students with severe reading deficits. This study used a randomized experimental design to test the efficacy of a fluency intervention program on the word‐identification and reading‐comprehension outcomes of 60 middle‐school students with severe reading delays. Results showed that students in the experimental group made more progress on standardized tests of reading fluency than students in the control group. No gains were seen in reading comprehension.