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Promoting the Oral Reading Fluency o...

Schonour, Sarah Jane D.,

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Promoting the Oral Reading Fluency of Elementary Students with Disabilities: Effects of a Multicomponent Reading Intervention /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Promoting the Oral Reading Fluency of Elementary Students with Disabilities: Effects of a Multicomponent Reading Intervention // Sarah Jane D Schonour.
Author:	Schonour, Sarah Jane D.,
Description:	1 electronic resource (182 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31993871
ISBN:	9798314851661

Promoting the Oral Reading Fluency of Elementary Students with Disabilities: Effects of a Multicomponent Reading Intervention /
Schonour, Sarah Jane D.,

Promoting the Oral Reading Fluency of Elementary Students with Disabilities: Effects of a Multicomponent Reading Intervention /Sarah Jane D Schonour. - 1 electronic resource (182 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

The ability to read is an essential life skill. Reading is a critical component for student achievement and has implications for success in school as well as in the workforce and as a citizen. Currently, two thirds of fourth graders in the United States do not meet reading expectations needed to thrive in school and after graduation. The purpose of this study was to examine the effects of a multicomponent reading intervention including teacher modeling, repeated reading, and progress monitoring on the oral reading fluency of elementary school students with disabilities who demonstrated low reading skill attainment.  This single-case design with multiple baseline study was designed to examine whether there was a functional relation between participation in a multicomponent reading intervention and the oral reading fluency of four third-grade students with disabilities demonstrating low reading skill acquisition. The school-based reading interventionist delivered the multicomponent reading intervention with high fidelity-above 90%. Visual analysis of data found 3 out of 4 students demonstrated a functional relation between the multicomponent reading intervention and the level of words read correctly per minute on grade level progress monitoring probes. Implications, recommendations for practice and future research, and limitations were discussed. 

English

ISBN: 9798314851661Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Elementary school

Promoting the Oral Reading Fluency of Elementary Students with Disabilities: Effects of a Multicomponent Reading Intervention /
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500 $a Advisors: Conners, Nicole Committee members: Peia Oakes, Wendy.
502 $b Ed.D. $c Marymount University $d 2025.
520 $a The ability to read is an essential life skill. Reading is a critical component for student achievement and has implications for success in school as well as in the workforce and as a citizen. Currently, two thirds of fourth graders in the United States do not meet reading expectations needed to thrive in school and after graduation. The purpose of this study was to examine the effects of a multicomponent reading intervention including teacher modeling, repeated reading, and progress monitoring on the oral reading fluency of elementary school students with disabilities who demonstrated low reading skill attainment.  This single-case design with multiple baseline study was designed to examine whether there was a functional relation between participation in a multicomponent reading intervention and the oral reading fluency of four third-grade students with disabilities demonstrating low reading skill acquisition. The school-based reading interventionist delivered the multicomponent reading intervention with high fidelity-above 90%. Visual analysis of data found 3 out of 4 students demonstrated a functional relation between the multicomponent reading intervention and the level of words read correctly per minute on grade level progress monitoring probes. Implications, recommendations for practice and future research, and limitations were discussed. 
546 $a English
590 $a School code: 2210
650 4 $a Special education. $3 516693
650 4 $a Elementary education. $3 641385
650 4 $a Disability studies. $3 543687
650 4 $a Reading instruction. $3 2122756
653 $a Elementary school
653 $a Evidence-based strategies
653 $a Reading intervention
653 $a Single case design
653 $a Students with disabilities
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710 2 $a Marymount University. $b School of Education. $e degree granting institution. $3 3819539
720 1 $a Conners, Nicole $e degree supervisor.
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791 $a Ed.D.
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