Abstract

This article examines the effects of a reading fluency intervention on the fluency and comprehension of struggling middle school readers. The secondary fluency routine was developed by the first author, and was based on effective practices described in other studies. Thirty-nine seventh and eighth grade students enrolled in reading intervention classes participated in the study, which lasted for a period of 18 weeks. Students in the treatment classes participated in the Secondary Fluency Routine for 10 minutes daily, while students in the comparison classrooms participated in independent reading during that time. Participants were pre- and posttested using the GORT-5. A repeated measures analysis of variance was conducted on all outcome measures which included rate, accuracy, fluency, oral reading index, prosody, and comprehension. There were no interaction effects; however, main effects were detected on all measures, and mean difference effect sizes indicated that the intervention was effective in increasing reading fluency and comprehension.

摘要

本文研究了阅读流畅性干预对困难的中学读者的流畅性和理解力的影响。第二流利例程由第一作者开发，并基于其他研究中描述的有效实践。参加阅读干预班的 39 名七年级和八年级学生参加了这项为期 18 周的研究。治疗班的学生每天参加 10 分钟的中等流利例程，而比较班的学生在此期间参加独立阅读。参与者使用 GORT-5 进行了前测和后测。对所有结果测量进行了重复测量方差分析，包括速度、准确度、流畅度、口语阅读指数、韵律和理解。没有交互作用；然而，在所有测量中都检测到了主效应，平均差异效应大小表明干预在提高阅读流畅度和理解能力方面是有效的。