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
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.
Access
Restricted
Recommended Citation
Gertz, Lynne E., "The Effects of Two Interventions on the Generalization of Oral Reading Fluency: Training to Generalize versus Repeated Readings" (2011). Psychology - Dissertations. 163.
https://surface.syr.edu/psy_etd/163
http://libezproxy.syr.edu/login?url=http://proquest.umi.com/pqdweb?did=2420496601&sid=1&Fmt=2&clientId=3739&RQT=309&VName=PQD
