Supplemental fluency intervention and determinants of reading outcomes

Scientific Studies of Reading

Volumn 13, Issue 5, 2009, Pages 383-425

  Vadasy, Patricia F ^a   Sanders, Elizabeth A ^a  

^a Washington Research Institute   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70350308007     PISSN: 10888438     EISSN: None     Source Type: Journal    
DOI: 10.1080/10888430903162894     Document Type: Article

References (79)

1. Abrami, P. C., Lou, Y., Chambers, B., Poulsen, C., & Spence, J. C. (2000). Why should we group students within-class for learning? Educational Research and Evaluation, 6, 158-179.
2. Adolf, S. M., Catts, H. W., & Little, T.D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19, 933-958.
3. Allington, R. L. (1977). If they don't read much, how they ever gonna get good? Journal of Reading, 21, 57-61.
4. Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. (1985). Becoming a nation of readers:The report of the Commission on Reading. Washington, DC: National Academy of Education.
5. Bowey, J. (1986). Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring. Journal of Experimental Child Psychology, 41, 282-299.
6. Burstein, L., McDonnell, L. M., Van Winkle, J. T., Ormseth, H., Mirocha, J.,&Guiton, G. (1995). Validating national curriculum indicators. Santa Monica, CA: RAND.
7. Carlisle, J. F., & Rice, M. S. (2004). Assessment of reading comprehension. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 521-540). New York: Guilford.
8. Catts, H. W., Fey, M. E., Zhang, Z., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-361.
9. Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406.
10. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
11. Compton, D. L., Appleton, A. C.,&Hosp, M. K. (2004). Exploring the relationship between text-leveling systems and reading accuracy and fluency in second-grade students who are average and poor decoders. Learning Disabilities Research & Practice, 19, 176-184.
12. Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10, 277-299.
13. Dahl, P. R. (1979). An experimental program for teaching high speed word recognition and comprehension skills. In J. E. Button, T. C. Lovitt, & T. D. Rowlands (Eds.), Communication research in learning disabilities and mental retardation (pp. 33-65). Baltimore: University Park Press.
14. Dunn, L. M., & Dunn, L. (1997). Peabody Picture Vocabulary Test-Revised (PPVT-R). Circle Pines, MN: American Guidance Service.
15. Ehrenberg, R., & Brewer, D. (1994). Do school and teacher characteristics matter? Evidence from high school and beyond. Economics of Education Review, 14, 1-23.
16. Elbaum, B., Vaughn, S., Hughes, M., & Moody, S. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92, 605-619.
17. Farr, R., Pritchard, R., & Smitten, B. (1990). A description of what happens when an examinee takes a multiple-choice reading comprehension test. Journal of Educational Measurement, 27, 209-116.
18. Faulkner, H. J., & Levy, B. A. (1999). How text difficulty and reader skill interact to produce differential reliance on word and context overlap in reading transfer. Journal of Experimental Child Psychology,58, 1-24.
19. Ferguson, R., & Ladd, H. (1996). How and why money matters: An analysis of Alabama schools. In H. Ladd (Ed.), Holding schools accountable (pp. 265-298). Washington, DC: Brookings Institution.
20. Fletcher, J. M. (2006). Measuring reading comprehension. Scientific Studies of Reading, 10, 323-330.
21. Francis, D. J., Fletcher, J. M., Catts, H. W., & Tomblin, J. B. (2005). Dimensions affecting the assessment of reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 369-394). Mahwah, NJ: Erlbaum.
22. Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Karns, K. (1998). High-achieving students' interactions and performance on complex mathematical tasks as a function of homogeneous and heterogeneous pairings. American Educational Research Journal, 35, 227-268.
23. Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal measures of reading comprehension. Remedial and Special Education, 9, 20-28.
24. Gerber, S. B., Finn, J. D., Achilles, C. M., & Boyd-Zaharias, J. (2001). Teacher aides and students' academic achievement. Educational Evaluation and Policy Analysis, 23, 123-143.
25. Good, R. H.,&Kaminski, R. A. (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed). Eugene,OR: Institute for the Development of Educational Achievement.
26. Gough, P. B., Hoover, W.,&Peterson, C. L. (1996). Some observations on the simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties (pp. 1-13). Mahwah, NJ: Erlbaum.
27. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
28. Greenwald, R., Hedges, L., & Lane, R. (1996). The effect of school resources on student achievement. Review of Educational Research, 66, 361-396.
29. Grek, M. L., Mathes, P. G.,&Torgesen, J. K. (2003). Similarities and differences between experienced teachers and trained paraprofessionals. In S. Vaughn & K. L. Briggs (Eds.), Reading in the classroom Systems for the observation of teaching and learning (pp. 267-296). Baltimore: Brookes.
30. Hasbrouck, J. E., Ihnot, C., & Rogers, G. H. (1999). "Read Naturally": A strategy to increase oral reading fluency. Reading Research and Instruction, 39, 27-38.
31. Hasbrouck, J., & Tindal, G. A. (2006). ORF norms: A valuable assessment tool for reading teachers. The Reading Teacher, 59, 636-644.
32. Hiebert, E. H. (2003). Quick reads. Parsippany, NJ: Pearson Learning.
33. Hiebert, E. H. (2005). The effects of text difficulty on second graders' fluency development. Reading Psychology, 26, 183-209.
34. Hiebert, E. H. (2008). The (mis)match between texts and students who depend on schools to become literate. In E. H. Hiebert & M. Sailors (Eds.), Finding the right texts: What works for beginning and struggling readers (pp. 1-20). New York: Guilford.
35. Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127-160.
36. Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95,719-729.
37. Jenkins, J. R., Zumeta, R., Dupree, O., & Johnson, K. (2005). Measuring gains in reading ability with passage reading fluency. Learning Disabilities Research & Practice, 20, 245-253.
38. Joshi, R.,&Aaron, P.G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21, 85-97.
39. Kain, J., & Singleton, K. (1996). Equality of education revisited. New England Economic Review, May-June, 87-111.
40. Kame'enui, E. J., Simmons, D. C., Good, R. H., & Harn, B. A. (2001). The use of fluency-based measures of early identification and evaluation of intervention efficacy in schools. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 307-332). Timonium, MD: York Press.
41. Katz, S., Lautenschlager, G., Blackburn, A. B.,&Harris, F. (1990). Answering reading comprehension items without passages on the SAT. Psychological Science, 1, 122-127.
42. Keenan, J. M., & Betjemann, R. S. (2006). Comprehending the Gray Oral Reading Test without reading it: Why comprehension tests should not include passage-independent items. Scientific Studies of Reading, 10, 363-380.
43. Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12, 281-300.
44. Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95, 3-21.
45. Lou, Y., Abrami, P. C., & Spence, J. C. (2000). Effects of within-class grouping on student achievement: An exploratory model. The Journal of Educational Research, 94, 101-112.
46. Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d'Apollonia, S. (1996).Within-class grouping: A meta-analysis. Review of Educational Research, 66, 423-458.
47. Menon, S., & Hiebert, E. H. (1999). Literature anthologies: The task for first grade readers. (ReportNo. CIERA-R-1-009). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.(ERIC Documentation Service No. ED436754)
48. Nation, K., & Snowling, M. (1997). Assessing reading difficulties: The validity and utility of current measure of reading skill. British Journal of Educational Psychology, 67, 359-370.
49. Nelson, S. R. (1999). Designing state and local policies for the professional development of instructional paraeducators. Portland, OR: Northwest Regional Educational Laboratory.
50. Perfetti, C. (1977). Language comprehension and fast decoding: Some psycholinguistic prerequisites for skilled reading comprehension. In J. T. Guthrie (Ed.), Cognition, curriculum, and comprehension (pp. 20-41). Newark, DE: International Reading Association.
51. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
52. Phelps, E., & Damon, W. (1989). Problem solving with equals: Peer collaboration in a context for learning mathematics and spatial concepts. Journal of Educational Psychology, 81, 639-646.
53. Pierce, M. E., Katzir, T., Wolf, M.,& Noam, G. (2007). Clusters of second and third grade dysfluent urban readers. Reading and Writing: An Interdisciplinary Journal, 20, 885-907.
54. Pikulski, J. (1994). Preventing reading failure: A review of five effective programs. The Reading Teacher, 48, 30-39.
55. Pryczak, F. (1972). Objective evaluation of the quality of multiple-choice items designed to measure comprehension of reading passages. Reading Research Quarterly, 8, 62-72.
56. Rashotte, C. A., MacPhee, K., & Torgesen, J. K. (2001). The effectiveness of a group reading instruction programs with poor readers in multiple grades. Learning Disability Quarterly, 24, 119-134.
57. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
58. Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., & Congdon, R. T. (2004). HLM 6: Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International.
59. Rosenthal, R., & Rosnow, R. L. (1984). Essentials of behavioral research: Methods and data analysis. New York: McGraw-Hill.
60. Rowan, B. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the Prospects Study of Elementary Schools. Teachers College Record, 104,1525-1567.
61. Rupley, W. H., Willson, V. L., & Nichols, W. D. (1998). Exploration of the developmental components contributing to elementary school children's reading comprehension. Scientific Studies of Reading, 2,143-158.
62. Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.
63. Savage, R. (2001). The 'simple view' of reading: Some evidence and possible implications. Educational Psychology in Practice, 17, 17-22.
64. Schwanenflugel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., & Morris, R. D. (2006). Becoming a fluent and automatic reader in the early elementary years. Reading Research Quarterly, 41, 496-522.
65. Seigneuric, A., & Ehrlich, M. (2005). Contribution of working memory capacity to children's reading comprehension: A longitudinal investigation. Reading and Writing, 18, 617-656.
66. Spear-Swerling, L. (2004). Fourth graders' performance on a state-mandated assessment involving two different measures of reading comprehension. Reading Psychology, 25, 121-148.
67. Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.
68. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
69. Torgesen, J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 333-356). Timonium, MD: York Press.
70. Vadasy, P. F., & Sanders, E. A. (2008a). Benefits of repeated reading intervention for low-achieving fourth- and fifth-grade students. Remedial and Special Education, 29(4), 235-249.
71. Vadasy, P. F., & Sanders, E. A. (2008b). Repeated reading intervention: Outcomes and interactions with readers' skills and classroom instruction. Journal of Educational Psychology, 100(2), 272-290.
72. Wasik, B. A., & Slavin, R. E. (1993). Preventing early reading failure with one-to-one tutoring: A review of five programs. Reading Research Quarterly, 28, 178-200.
73. Wiederholt, J. L., & Bryant, B. R. (2001). Gray Oral Reading Tests-4. Austin, TX: Pro-Ed.
74. Wolf, M. (2007). Proust and the squid: The story and science of the reading brain. New York: HarperCollins.
75. Wolf, M., & Denckla, M. B. (2005). RAN/RAS: Rapid automatized naming and rapid alternating stimulus tests. Austin, TX: Pro-Ed.
76. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239.
77. Wolf, M., Miller, L.,& Donnelly, K. (2000). Retrieval, automaticity, vocabulary elaboration, orthography(RAVE-O): A comprehensive, fluency-based reading intervention program. Journal of Learning Disabilities, 33, 375-386.
78. Woodcock, R. (1998). Woodcock Reading Mastery Test-Revised/Normative Update. Circle Pines, MN: American Guidance Service. (Original work published 1987)
79. Zeno, S. M., Ivens, S. H., Millard, R. T., & Duvvuri, R. (1995). The Educator's Word Frequency Guide. Touchtone Applied Science Associates.