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Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria

Keyes, Starr E. ; Cartledge, Gwendolyn ; Gibson, Lenwood ; Robinson-Ervin, Porsha

Education & treatment of children, 2016-05, Vol.39 (2), p.141-172 [Periódico revisado por pares]

New York: West Virginia University Press

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Título:
Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria
Autor: Keyes, Starr E. ; Cartledge, Gwendolyn ; Gibson, Lenwood ; Robinson-Ervin, Porsha
Assuntos: Adaptive learning (Computer assisted) ; CAI ; Cognitive Ability ; Cognitive Tests ; Computer Assisted Instruction ; Computer Software ; Computers ; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) ; Education ; Elementary School Students ; Emergent Literacy ; EXPERIMENTAL STUDIES ; Generalization ; Grade 2 ; Instructional Effectiveness ; Intelligent tutoring systems ; Intervention ; Low Income ; Oral Reading ; Phonics ; Pretests Posttests ; Professional development ; Reading ; Reading Comprehension ; Reading Failure ; Reading Fluency ; Reading Instruction ; Reading Materials ; Reading Skills ; Reading Tests ; Researchers ; Skills ; Statistical Analysis ; Student Characteristics ; Students with disabilities ; Studies ; Study and teaching ; Teachers ; Teaching Methods ; United States (Midwest) ; Urban Areas ; Urban schools ; Vocabulary development ; Woodcock Johnson Tests of Cognitive Ability
É parte de: Education & treatment of children, 2016-05, Vol.39 (2), p.141-172
Descrição: This study examined the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF), comprehension, and generalization of second graders who were at risk for reading failure. Six students received the Read Naturally Software Edition (RNSE) treatment passages three to four times a week for 7 to 12 weeks. A multiple baseline across participants design with embedded changing criteria tactics revealed ORF increases for all six participants. AIMSweb stories and classroom reading materials were used to assess clinical and classroom generalization. Five of the six participants increased their ORF on both generalization measures. Comprehension assessments revealed mixed results. Implications for urban students, generalization, limitations, and future research are discussed.
Editor: New York: West Virginia University Press
Idioma: Inglês

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Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria

Keyes, Starr E. ; Cartledge, Gwendolyn ; Gibson, Lenwood ; Robinson-Ervin, Porsha

New York: West Virginia University Press

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