Effects of a Multi-Component Intervention on the Reading Fluency Skills of Third Graders who Read Below the Third Grade Level

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Effects of a Multi-Component Intervention on
the Reading Fluency Skills of Third Graders who
Read Below the Third Grade Level
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Target Behavior

• Improve students reading fluency skills.

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Why?

• Determine the effects of a fluency intervention
  that included a modeling component, a repeated
  reading component, and a retell component on the
  reading fluency skills of third graders who read
  below their grade level.
• The researcher, a teacher, wanted to find a
  intervention that would increase students
  reading fluency.

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Participants

• Three third grade students
• 2 Girls (9 years old)
• 1 Boy (10 years old)

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Characteristics

• Special Education Students
• Fluency goals on IEP
• Reading one or more level below grade level

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Setting

• Extended Resource Room
• 3-5 sessions per weeks
• Approximately 20 minutes each per session

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Intervention

• 3 Components

Modeling
Repeated Reading
Retell
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Modeling

• It is important for every student to listen to
  effective fluent oral reading during reading
  instruction in order to improve reading fluency
• (Richards, 2000)

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Repeated Reading

• Several researchers have found that one of the
  most effective methods for developing fluent
  reading is through repeated reading of text
• (Mercer, Cambell, Miller, Mercer, Lane 2000)

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Retell

• Less fluent readers, however, must focus their
  attention on figuring out the words, leaving them
  little attention for understanding the text
• (Armbruster, Lehr, Osborn, 2001)

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Experimental Design

• The multiple baseline design allowed for
  comparison of data across all three students
• The multiple baseline design was selected for
  this study because it allowed for experimental
  control without having to return the students to
  baseline.

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Results
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