Comparing the Effectiveness of Reading Modifications on Comprehension Accuracy and Reading Comprehension Rate

Autor/inn/en	Bouck, Emily C.; Truckenmiller, Adrea; Bone, Erin; Flanagan, Sara
Titel	Comparing the Effectiveness of Reading Modifications on Comprehension Accuracy and Reading Comprehension Rate
Quelle	In: Preventing School Failure, 65 (2021) 3, S.194-205 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Truckenmiller, Adrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.1875393
Schlagwörter	Reading Instruction; Instructional Effectiveness; Reading Comprehension; Reading Rate; Silent Reading; Oral Reading; Repetition; Accuracy; Middle School Students; Student Attitudes; Students with Disabilities; Attention Deficit Hyperactivity Disorder; Grade 8; Public Schools; Iowa + Suchen Sie Ihr Suchwort? Leseunterricht; Unterrichtserfolg; Leseverstehen; Reading readiness; Reading speed; Lesegeschwindigkeit; Stilles Lesen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Wiederholung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Disability; Disabilities; Studentin; Behinderung; School year 08; 8. Schuljahr; Schuljahr 08; Public school; Öffentliche Schule
Abstract	Research regarding the role of reading fluency for middle school-aged students with disabilities is limited, particularly for students with attention deficit hyperactivity disorder (ADHD). This study compares the roles--repeated silent reading (RSR), oral reading (OR), and repeated oral reading (ROR)--on grade-level comprehension for students identified with ADHD. An adaptive alternating treatment design with an extended baseline was used to compare the impact of each type of reading modification on comprehension. Researchers found OR and ROR of passages from a curriculum associated with acceptable performance on comprehension questions for those passages. Although students preferred silent reading, oral reading conditions were more consistently effective. Researchers discuss implications for the role of fluency in ADHD and general education classroom modifications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01