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. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| 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] |
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| ISSN: | 07319487 |
| DOI: | 10.1177/07319487221136279 |
