Listening Previewing in Reading to Read: Relative Effects on Oral Reading Fluency
Document Type
Article
Publication Date
10-1-1995
Department
Psychology
Abstract
An intervention designed to increase oral reading fluency (Reading to Read; RTR) as well as the additional component of listening previewing (PRV) was evaluated in an alternating treatments design with 3 African-American male elementary students (9, 10, and 12 years of age; 2 fourth grade and 1 third grade) who were reading 2 to 3 years below their current grade placement. Considering the relatively brief amount of time spent during intervention (4 to 9 weeks; 2 to 3 30-minute sessions per week), results evidenced substantial increases for all 3 students on correct words per minute and percent comprehension accuracy, and substantial decreases in mean number of errors. The PRV condition yielded higher correct words per minute rates and lower error rates for 2 of the students, whereas the third student's performance was superior with the regular RTR intervention without PRV. The efficacy of PRV within RTR is discussed with regard to factors related to students' attentional problems.
Publication Title
Psychology in the Schools
Volume
32
Issue
4
First Page
318
Last Page
327
Recommended Citation
Tingstrom, D. H.,
Edwards, R. P.,
Olmi, D. J.
(1995). Listening Previewing in Reading to Read: Relative Effects on Oral Reading Fluency. Psychology in the Schools, 32(4), 318-327.
Available at: https://aquila.usm.edu/fac_pubs/6004