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Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting.

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Title: Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting.
Authors: Stocker Jr., James D., Kubina Jr., Richard M., Crumpler, Emily R., Kozloff, Martin, Swanton-Derushia, Erica
Source: Learning Disability Quarterly. Nov2023, Vol. 46 Issue 4, p276-291. 16p.
Subjects: Vowels, Special education, Physiological aspects of speech, Teaching methods, Clinical trials, Learning strategies, Treatment effectiveness, Inter-observer reliability, Consonants, Elementary schools, Metropolitan areas, Reading
Geographic Terms: United States
Abstract: Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant–vowel–consonant (CVC) word reading fluency. Participants were two third-grade students and one fourth-grade student receiving special education services from an urban U.S. elementary school. Delivered during the intervention block, the students practiced 5 to 8 min per day over 8 to 9 days per word list. The multiple probe design demonstrated an experimental effect for all three participants, with significant gains revealed on individual word lists, curriculum-based assessment, and curriculum-based measurement. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting.
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  Data: Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant–vowel–consonant (CVC) word reading fluency. Participants were two third-grade students and one fourth-grade student receiving special education services from an urban U.S. elementary school. Delivered during the intervention block, the students practiced 5 to 8 min per day over 8 to 9 days per word list. The multiple probe design demonstrated an experimental effect for all three participants, with significant gains revealed on individual word lists, curriculum-based assessment, and curriculum-based measurement. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/07319487221136279
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      – SubjectFull: Learning strategies
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      – SubjectFull: Inter-observer reliability
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      – SubjectFull: Elementary schools
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      – SubjectFull: Reading
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      – TitleFull: Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting.
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            NameFull: Stocker Jr., James D.
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              M: 11
              Text: Nov2023
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