Reading To Read and curriculum-based passages: Effects on student performance

Cicily C. Prestridge

Abstract

Many remedial reading programs exist which purport to assist or increase reading skills. However, a remedial reading intervention needs to be supported by an empirical base of research. The Reading to Read (RTR) intervention is one such program. Basic principles of learning have been incorporated to provide a systematic method specifically aimed at increasing students' oral reading fluency through repeated reading, mastery learning, utilization of curriculum-based materials, immediate corrective feedback, and student self-charting of progress. The present study examined the effectiveness of curriculum-based passages as an integral part of the reading intervention. Five fifth-grade students who were reading at least one grade level below their current grade were selected as participants. Two experimental conditions were compared with the use of an alternating treatments design. The first condition utilized curriculum-based reading passages and the second condition incorporated the use of noncurriculum-based reading passages. The results of the present study did not support the use of curriculum-based passages as a crucial component for increasing oral reading fluency. It appears that both treatment conditions are highly effective in improving student reading fluency. Students demonstrated improvements in oral reading fluency, generalization of skill, and improvements on pre- and posttest measures. The RTR intervention was found to be highly effective for assisting students in increasing their oral reading skills.