The researcher compared two methods to improve the oral reading fluency of developing readers. Students in second grade (n = 66) were randomly assigned to one of two fluency treatment conditions or to a control group. Students in the treatments repeatedly read aloud either an unmarked or prosodically-marked text with an adult listener in 20-minute sessions, five days per week for six weeks. For students in the prosodically-marked treatment condition, analysis of covariance revealed significant ( pResults suggest a positive relationship between reading rate and reading comprehension; the participants who read 80 ... (2001) tested 70 middle and junior high school students with reading disabilities using the Stanford Achievement Testanbsp;...
|Title||:||The Effects of Two Repeated Reading Treatments on Fluency and Comprehension of Second Grade Students|
|Author||:||Katrin L. Blamey|
|Publisher||:||ProQuest - 2008|