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Repeated Reading Versus Continuous Reading: Influences on Reading Fluency and Comprehension.

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Title: Repeated Reading Versus Continuous Reading: Influences on Reading Fluency and Comprehension.
Authors: O'connor, Rollanda E., White, Annika, Lee Swanson, H.
Source: Exceptional Children. Fall2007, Vol. 74 Issue 1, p31-46. 16p.
Subjects: Readers, Basal reading instruction, Oral reading, Learning disabilities, Reading comprehension, Primary education, Rating of students, Education research, Fluency (Language learning)
Abstract: In this research we evaluated two methods to improve the reading fluency of struggling readers. Poor readers in Grades 2 and 4 with (n = 17) and without (n = 20) learning disabilities were randomly assigned to one of two fluency practice variations or to a control group. Students in the treatments practiced reading aloud under repeated or continuous reading conditions with an adult listener in 15-min sessions, 3 days per week for 14 weeks. For students in the treatment conditions, growth curve analyses revealed significant differences in fluency and reading comprehension over students in the control. We found no signficant differences between practice conditions. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children 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: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Fall2007, Vol. 74 Issue 1, p31-46. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Readers%22">Readers</searchLink><br /><searchLink fieldCode="DE" term="%22Basal+reading+instruction%22">Basal reading instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+reading%22">Oral reading</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+of+students%22">Rating of students</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink>
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  Data: In this research we evaluated two methods to improve the reading fluency of struggling readers. Poor readers in Grades 2 and 4 with (n = 17) and without (n = 20) learning disabilities were randomly assigned to one of two fluency practice variations or to a control group. Students in the treatments practiced reading aloud under repeated or continuous reading conditions with an adult listener in 15-min sessions, 3 days per week for 14 weeks. For students in the treatment conditions, growth curve analyses revealed significant differences in fluency and reading comprehension over students in the control. We found no signficant differences between practice conditions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children 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: 10.1177/001440290707400102
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 31
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      – SubjectFull: Readers
        Type: general
      – SubjectFull: Basal reading instruction
        Type: general
      – SubjectFull: Oral reading
        Type: general
      – SubjectFull: Learning disabilities
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      – SubjectFull: Reading comprehension
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      – SubjectFull: Primary education
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      – SubjectFull: Rating of students
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      – SubjectFull: Education research
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      – SubjectFull: Fluency (Language learning)
        Type: general
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      – TitleFull: Repeated Reading Versus Continuous Reading: Influences on Reading Fluency and Comprehension.
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              Text: Fall2007
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