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The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader’s cognitive...
Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader’s cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension....
Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader’s cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler’s (2002) review, synthesizing fluency intervention research from 2001 to 2014. The search yielded 19 studies examining reading fluency and comprehension outcomes of reading fluency interventions for students with LD in kindergarten through 5th grade. Results showed repeated reading (RR), multicomponent interventions, and assisted reading with audiobooks produced gains in reading fluency and comprehension. Providing a model of fluent reading and performance feedback, using easier level text, setting a performance criterion, and practicing RR with peers also contributed to improved outcomes. Findings suggest that RR remains the most effective intervention for improving reading fluency for students with LD. Limitations include sample size, only three group design studies, and infrequent use of standardized measures.
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Read About It: Scientific Evidence for Effective Teaching of Reading

Kerry Hempenstall outlines the five essential and interdependent components of effective, evidence-based reading instruction — the five ‘keys’ to...
Kerry Hempenstall outlines the five essential and interdependent components of effective, evidence-based reading instruction — the five ‘keys’ to reading.
Kerry Hempenstall outlines the five essential and interdependent components of effective, evidence-based reading instruction — the five ‘keys’ to reading.
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What Does Evidence-Based Practice in Education Mean?

Teaching has suffered both as a profession in search of community respect, and as a force for improving the...
Teaching has suffered both as a profession in search of community respect, and as a force for improving the social capital of Australia because of its failure to adopt the results of empirical research as the major determinant of...
Teaching has suffered both as a profession in search of community respect, and as a force for improving the social capital of Australia because of its failure to adopt the results of empirical research as the major determinant of its practice. There are a number of reasons why this has occurred, among them a science-aversive culture endemic among education policymakers and teacher education faculties. There are signs that change may be afoot. The National Inquiry into the Teaching of Literacy has pointed to, and urged us to follow, a direction similar to that taken recently in Great Britain and the USA towards evidence-based practice. Acknowledging the importance of teacher education, the National Institute for Quality Teaching and School Leadership began a process for establishing national accreditation of pre-service teacher education. Two problems do require attention. The generally low quality of much educational research in the past has made the process of evaluating the evidence difficult, particularly for those teachers who have not the training to discriminate sound from unsound research designs. Fortunately, there are a number of august bodies that have performed the sifting process to simplify judging the value of research on important educational issues.
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