Initial and Over-Time Effects of Fluency Interventions for Students with or at Risk for Disabilities

Autor/inn/en	Morgan, Paul L.; Sideridis, Georgios; Hua, Youjia
Titel	Initial and Over-Time Effects of Fluency Interventions for Students with or at Risk for Disabilities
Quelle	In: Journal of Special Education, 46 (2012) 2, S.94-116 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466910398016
Schlagwörter	Reading Fluency; Visual Impairments; Learning Disabilities; Behavior Disorders; Goal Orientation; Autism; Reading Difficulties; Meta Analysis; Outcomes of Treatment; Models; At Risk Students; Elementary School Students; Secondary School Students; Special Education; Reinforcement; Phonology; Pronunciation; Tutoring; Word Recognition; Statistical Significance; Mild Mental Retardation; Gender Differences; Racial Differences; Placement; Statistical Analysis + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Learning handicap; Lernbehinderung; Zielorientierung; Zielvorstellung; Autismus; Reading difficulty; Leseschwierigkeit; Meta-analysis; Metaanalyse; Analogiemodell; Sekundarschüler; Special needs education; Sonderpädagogik; Sonderschulwesen; Positive Verstärkung; Fonologie; Aussprache; Förderkonzept; Nachhilfeunterricht; Worterkennung; Geschlechterkonflikt; Rassenunterschied; Betriebspraktikum; Praktikum; Statistische Analyse
Abstract	The authors sought to (a) identify interventions that immediately increased the oral reading fluency of students with or at risk for disabilities, (b) estimate to what extent these gains maintained over time, and (c) evaluate whether particular characteristics of students (e.g., gender, disability status) predicted their response to fluency interventions. We used multilevel modeling to meta-analyze results from 44 single-participant studies involving 290 students. Results indicated that goal setting immediately increased fluency, and this gain continued over time. Word-level training was largely ineffective. Students with some types of disabilities (i.e., those with behavioral disorders or autism) responded significantly less well to interventions targeting fluency than did students with other types of disabilities (i.e., those with learning disabilities or visual impairments) and so may require more intensive and individualized fluency interventions. (Contains 3 figures, 2 tables, and 2 notes.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10