Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention

被引：10

作者：

Bennett, Jessica G. ^{[1
]}

Gardner, Ralph, III ^{[2
]}

Cartledge, Gwendolyn ^{[2
]}

Ramnath, Rajiv ^{[2
]}

Council, Morris R., III ^{[3
]}

机构：

[1] Bexley City Sch, 250 S Cassingham Rd, Bexley, OH 43215 USA

[2] Ohio State Univ, Columbus, OH 43210 USA

[3] Univ West Georgia, Carrollton, GA USA

来源：

EDUCATION AND TREATMENT OF CHILDREN | 2017年 / 40卷 / 02期

关键词：

oral reading fluency; repeated reading; computer-assisted instruction; culturally relevant; urban learners; FLUENCY; STUDENTS; COMPREHENSION; SCHOOL; ACQUISITION; PROGRAM; MAZE;

D O I：

10.1353/etc.2017.0008

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance oral reading fluency and comprehension. A concurrent multiple probe experimental design across seven participants was used to assess intervention effects. Results showed a positive effect on both practiced and novel passages during intervention and on the 2-week and 1-month maintenance probes. Further, reading growth rates for the participants exceeded the growth rates for comparison peers on AIMSweb assessments. This study supports previous research on the beneficial effects of repeated reading strategies and computer delivered instruction. The link between fluency and comprehension was further supported in these findings. The possible relative effects of the use of culturally relevant material as well as study limitations are discussed.

引用

页码：145 / 185

页数：41

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