This study sought to examine the effectiveness of Reading RACES (RR), a computer program designed to deliver a repeated reading intervention with culturally relevant passages. Specifically, this study examined the effects of RR on the oral reading fluency (ORF) and comprehension gains for first-grade learners in an urban setting and whether these gains would generalize to novel, generic passages. Five first-grade African American students at risk for reading failure were selected to participate in this study. Results indicated a functional relation between the use of RR and student gains in ORF and comprehension. All students who participated in this study demonstrated moderate to substantial gains on their ORF and comprehension on practiced passages. In addition, the data showed reading skills generalized to novel passages and maintained even 1 month following intervention. These findings extend the previous research base for RR. Limitations and future implications will be discussed.

中文翻译：

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预防城市学校一年级学生的阅读失败

这项研究试图检验Reading RACES（RR）的有效性，这是一种计算机程序，旨在提供与文化相关的文章进行重复的阅读干预。具体而言，这项研究检验了RR对城市环境中一年级学习者的口语阅读流利度（ORF）和理解能力的影响，以及这些获益是否会推广到新颖的通用文章。选择了五名有阅读障碍风险的一年级非洲裔美国学生参加这项研究。结果表明RR的使用与ORF和理解力中的学生学习成绩之间存在功能关系。参加这项研究的所有学生在ORF和实践段落的理解上都表现出中等至实质性的提高。此外，数据显示，阅读技能普遍适用于新文章，并且在干预后甚至可以维持1个月。这些发现扩展了以前的RR研究基础。局限性和未来的影响将进行讨论。