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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Effectiveness Of Repeated Reading And Error Correction Strategies On The Reading Fluency Skills Of Students With Autism Spectrum Disorder, Regina Martin Guthrie
Effectiveness Of Repeated Reading And Error Correction Strategies On The Reading Fluency Skills Of Students With Autism Spectrum Disorder, Regina Martin Guthrie
Dissertations
As the incidence rate of children with Autism Spectrum Disorder (ASD) appears to increase, the need for evidence-based reading interventions for these students, which are important for the reading development of students with ASD, also increases. Unfortunately, there has been little research on evidence-based strategies to effectively improve the reading fluency skills of students with ASD. Repeated reading and error correction methods have been effective for children in improving their reading fluency. This study used a single subject multiple baseline design to investigate the effectiveness of the evidence-based strategies of repeated reading and error correction strategies on the reading fluency …
Using Dynamic Lndicators Of Basic Early Literacy Skills (Dibels) Oral Reading Fluency Data To Predict Michigan Educational Assessment Program Outcomes, Lisa Lockman
Dissertations
Schools are under legislative pressure to ensure students make adequate progress each year, and therefore, must identify students in need of intervention at early grade levels. Educators use diagnostic tools to measure student progress, attempting to determine which children may be most at risk for future reading failure. The Dynamic Indicators of Early Literacy Skills (DIBELS) is widely used for early identification of students who have risk factors. This study incorporated a quantitative, correlational, ex post facto design to examine the relationship between students’ third grade scores on the spring DIBELS Oral Reading Fluency (ORF) assessment and their fifth grade …
Home-School Collaboration: Concurrent Home And School Reading Interventions Within A Response To Intervention System, Qi Zhou
Dissertations
The current study investigated the effectiveness of reading interventions in the form of home-school collaboration on increasing oral reading fluency in elementary students exhibiting reading fluency deficits. Specifically, student participants were receiving Tier II reading interventions at their school. Additionally, parents were trained to implement an individualized intervention identified by brief experimental analysis with each student at home. Home-school notes were used to facilitate support and communication between the home and school. Results demonstrated that three of four students’ oral reading fluency improved. Furthermore, parents rated the interventions as acceptable. Parent treatment integrity was found to be adequate.