Title

The Effects of Two Interventions on the Generalization of Oral Reading Fluency: Training to Generalize versus Repeated Readings

Date of Award

2011

Degree Type

Dissertation

Embargo Date

12-1-2013

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Advisor(s)

Brian K. Martens

Second Advisor

Tanya L. Eckert

Third Advisor

Leonard Newman

Keywords

Generalization, Intervention, Reading, Oral fluency, Repeated readings

Subject Categories

Psychology

Abstract

To best promote generalization, specific programming strategies must be implemented (Stokes & Baer, 1977). Attempts at generalizing oral reading fluency in the past have yielded mixed results. Using a between-subjects group design, the current study compared an intervention that directly reinforced the act of generalization (Generalized Training condition) with an intervention that incorporated the generally accepted method of repeatedly reading a passage (Repeated Reading condition) for their effects on generalized oral reading fluency gains. These two interventions were also compared to a third, control condition. Thirty-seven second and third grade students reading below grade level participated. Results indicated that at post-test, students' fluency in both the Generalized Training condition and the Repeated Reading condition significantly improved over both pre-test and fluency levels achieved by students in the control condition. Implications for effectively generalizing oral reading fluency are discussed.

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