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Applying Fluency and Comprehension Reading Interventions to College-Aged Developmental Education Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Applying Fluency and Comprehension Reading Interventions to College-Aged Developmental Education Students./
作者:	Young, David.
面頁冊數:	1 online resource (187 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
標題:	Reading instruction. -
電子資源:	click for full text (PQDT)
ISBN:	9798380112307

Applying Fluency and Comprehension Reading Interventions to College-Aged Developmental Education Students.
Young, David.

Applying Fluency and Comprehension Reading Interventions to College-Aged Developmental Education Students. - 1 online resource (187 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ph.D.)--University of Central Arkansas, 2023.

Includes bibliographical references

Previous studies have demonstrated the effectiveness of the Repeated Readings intervention at improving reading fluency and reading comprehension. However, research on the effectiveness of fluency interventions focuses on young children, with limited research on the effects on college-age populations. The primary purpose of the current study was to apply Repeated Reading fluency interventions, found to be effective at improving reading fluency and comprehension in younger populations, with collegeaged students, adapting for their particular reading levels. The study was conducted with a single subject multiple baseline design, using Curriculum Based Measures to assess the effectiveness of the reading intervention. Results of the study indicated that students performed marginally better on fluency reading passages following intervention, yet only for skill passages at their skill level, rather than below their level. Additionally, the study concluded that students did not make meaningful gains to fluency before the introduction of the intervention over the course of a five-month intervention, despite their involvement in college-level classes as well as a remedial reading course. This was evidenced due to the lack of overall progress displayed by the student on standardized measures and fluency and comprehension assessments and the presence of positive effect sizes within the measured categories that did show meaningful gains.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380112307Subjects--Topical Terms:

1148440
Reading instruction.
Subjects--Index Terms:

College-aged studentsIndex Terms--Genre/Form:

554714
Electronic books.

Applying Fluency and Comprehension Reading Interventions to College-Aged Developmental Education Students.
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504 $a Includes bibliographical references
520 $a Previous studies have demonstrated the effectiveness of the Repeated Readings intervention at improving reading fluency and reading comprehension. However, research on the effectiveness of fluency interventions focuses on young children, with limited research on the effects on college-age populations. The primary purpose of the current study was to apply Repeated Reading fluency interventions, found to be effective at improving reading fluency and comprehension in younger populations, with collegeaged students, adapting for their particular reading levels. The study was conducted with a single subject multiple baseline design, using Curriculum Based Measures to assess the effectiveness of the reading intervention. Results of the study indicated that students performed marginally better on fluency reading passages following intervention, yet only for skill passages at their skill level, rather than below their level. Additionally, the study concluded that students did not make meaningful gains to fluency before the introduction of the intervention over the course of a five-month intervention, despite their involvement in college-level classes as well as a remedial reading course. This was evidenced due to the lack of overall progress displayed by the student on standardized measures and fluency and comprehension assessments and the presence of positive effect sizes within the measured categories that did show meaningful gains.
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