Three versus six rereadings of practice passages.
Although the literature clearly demonstrates that repeated readings result in immediate effects on students' performance on the intervention materials as well as long-term benefits, data are less promising regarding its immediate generalization effects to similar materials. Using an alternating treatments design, the current study evaluated the effects of a multicomponent repeated reading intervention on generalization passages after students had read a passage three versus six times. Results indicated improvements in fluency as a result of both interventions, with slightly greater maintenance effects when students were given six opportunities to read passages.
Ardoin
Scott P
SP
University of Georgia, Department of Educational Psychology and Instructional Technology, 325L Aderhold Hall, Athens, Georgia 30622, USA.
Williams
Jessica C
JC
Klubnik
Cynthia
C
McCall
Michael
M
D002648:Child; D004519:Education, Special / Q000379:methods; D004521:Educational Measurement / Q000379:methods; D005793:Generalization, Psychological; D006801:Humans; D007859:Learning Disabilities / Q000628:therapy; D008297:Male; D011214:Practice, Psychological; D011932:Reading; D013334:Students