A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students with Reading Difficulties

Autor/inn/en	Zimmermann, Leah M.; Reed, Deborah K.; Aloe, Ariel M.
Titel	A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students with Reading Difficulties
Quelle	In: Remedial and Special Education, 42 (2021) 2, S.78-93 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zimmermann, Leah M.) ORCID (Reed, Deborah K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932519855058
Schlagwörter	Reading Instruction; Reading Fluency; Elementary Secondary Education; Reading Difficulties; Intervention; Program Effectiveness; Reading Comprehension; Oral Reading; Reading Strategies + Suchen Sie Ihr Suchwort? Leseunterricht; Reading difficulty; Leseschwierigkeit; Leseverstehen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading strategy; Leselernstufe; Lesetechnik
Abstract	This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguished by their intervention structures; student groupings; and text difficulty, length, and genre. The overall multivariate weighted average standardized mean difference with robust variance yielded an improvement of less than 0.2 SD (d = 0.176) for non-repetitive reading fluency interventions, but results were positive and statistically significant. The moderator analysis revealed that the effect on comprehension outcomes (d = 0.239) was slightly larger than fluency outcomes (d = 0.105), but differences between the magnitude of the two outcomes were not statistically significant. Moreover, there was no indication of concern for publication bias. Studies comparing repeated reading and non-repetitive reading fluency interventions produced reading outcomes similar in magnitude, with no significant differences. Results indicated that non-repetitive reading fluency instruction may be a feasible approach for students with reading difficulties. (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	2024/1/01