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The impact of a structured reading curriculum and repeated reading on the performance of junior high students with emotional and behavioral disorders

Strong, A.; Wehby, J.; Falk, K.; Lane, K.
Abstract:
This study examined the impact of adding a repeated reading intervention to Corrective Reading instruction for middle school students with emotional and behavioral disorders. Reading fluency served as the dependent variable, and was measured with probes during baseline, Corrective Reading implementation, and the addition of the repeated reading intervention. Results indicate that students demonstrated improvement on fluency measures during instruction with Corrective Reading, and that four of the six students showed increases in fluency on both instructional and grade level text when the repeated reading intervention was implemented. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2004
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Corrective Reading, repeated reading, reading
Source:
School Psychology Review
Volume:
33
Number:
4
Pages:
561-581
Design type:
Single Subject
Fidelity monitored:
Yes
Students included:
Students w/ Emotional Behavioral Disorders, Middle School Students, Special Education Students, Seventh Grade Students, Eighth Grade Students, Remedial Students
Other tags:
Corrective Reading, repeated reading, reading

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