title: Reread-adapt and answer-comprehend intervention with Deaf and hard of hearing readers: effect on fluency and reading achievement.
abstract: The researchers investigated the effect of the Reread-Adapt and Answer-Comprehend intervention (Therrien, Gormley, & Kubina, 2006) on the reading fluency and achievement of d/Deaf and hard of hearing elementary-level students. Children in the third, fifth, and sixth grades at a state school for d/Deaf and hard of hearing students received a fluency intervention that was supplemental to their regular reading instruction. Significant improvement was found on a generalized measure of reading fluency after intervention. Though the researchers found no significant improvement in performance on a generalized measure of comprehension after intervention, the students demonstrated consistently good comprehension on both literal and inferential questions during the intervention sessions. The findings support the importance of incorporating a comprehension monitoring strategy in fluency instruction.
authors.affiliation: Defiance College, Defiance, OH, USA.
authors.forename: Barbara R
authors.initials: BR
authors.lastname: Schirmer
authors.forename: Laura
authors.initials: L
authors.lastname: Schaffer
authors.forename: William J
authors.initials: WJ
authors.lastname: Therrien
authors.forename: Todd N
authors.initials: TN
authors.lastname: Schirmer
mesh_terms: D002648:Child; D060345:Education of Persons with Hearing Disabilities / Q000379:methods*; D004521:Educational Measurement / Q000379:methods; D005260:Female; D006309:Hearing; D034381:Hearing Loss / Q000534:rehabilitation*; D006801:Humans; D008297:Male; D011932:Reading