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Improving Oral Reading Fluency Through Response Opportunities: A Comparison of Phrase Drill Error Correction with Repeated Readings |
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| Authors: | John C. Begeny Edward J. Daly III Rachel J. Valleley |
| Affiliation: | (1) Department of Psychology, North Carolina State University, College of Humanities and Social Sciences, 640 Poe Hall, Campus Box 7650, Raleigh, NC 27695-7650, USA;(2) University of Nebraska-Lincoln, Lincoln, NE 68588, USA;(3) University of Nebraska Medical Center—Munroe-Meyer Institute, Omaha, NE, USA |
| Abstract: | The purpose of this study was to compare two oral reading fluency treatments (repeated readings and phrase drill error correction) which differ in the way they prompt student responding. Repeated readings (RR) and phrase drill (PD) error correction were alternated with a baseline and a reward condition within an alternating treatments design with an 8-year old boy referred for reading difficulties. Results indicate that RR and PD improved the participant’s reading fluency equally well relative to both baseline and reward conditions. Results are discussed in terms of the types and relevance of response opportunities afforded by each intervention. |
| Keywords: | Reading fluency Intervention Repeated reading Phrase drill |
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