The current study investigated the effects of repeated readings to a fluency criterion (RRFC) for seven students with disabilities using science text. The study employed a single subject design, specifically, two multiple probe multiple baselines across subjects, to evaluate the effects of the RRFC intervention. Results indicated that students met criterion (200 or more correct words per minute with 2 or fewer errors) on four consecutive passages. A majority of students displayed accelerations to correct words per minute and decelerations to incorrect words per minute on successive initial, intervention readings suggesting reading transfer. Students' reading scores during posttest and maintenance out performed pre-test and baseline readings provided additional measures of reading transfer. For a relationship to comprehension, students scored higher on oral retell measures after meeting criterion as compared to initial readings. Overall, the research findings suggested that the RRFC intervention improves science reading fluency for students with disabilities, and may also indirectly benefit comprehension.... serving approximately 7, 000 students across all grade levels in a medium- sized, suburban city in the northeast United States. The learning support teacher nominated all participating students based on needing help with reading science material. ... An eighth student started the study, but voluntarily removed herself from the study for unknown reasons. ... a variety of functions (e.g., Direct Instruction reading and language instruction, essay writing, poem writing, organization skills, etc.)anbsp;...
|Title||:||Repeated Readings and Science: Fluency with Expository Passages|
|Publisher||:||ProQuest - 2008|