A Comparative Study of Assisted Practice and Self-regulation: Interventions to Improve Fluency and Comprehension for Struggling Readers
Year: 2006
Type: dissertation
Abstract: The aim of this study was to investigate the efficacy of two interventions to improve reading fluency and reading comprehension for forty struggling readers ages 8-10. A "Strategies Group" was instructed in use of reading fluency strategies; the students were encouraged to self-reflect on errors to find ways to correct them. A "Repeated Reading Group" emphasized repeated/timed reading. Both groups received additional instruction in phoneme awareness . Results showed individual gains on curriculum based measures of reading fluency for participants in both groups. Gains on more distal measures of reading fluency and reading comprehension were not statistically detectable. The results have clear implications for teaching practice.
Source: Summit (Simon Fraser University)
Authors: Renee Gowdy, Budd M.Ed.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W346802096