Document Type

Article

Date

3-2013

Keywords

Academic intervention, Oral reading fluency, Phoneme blending, Generalization

Disciplines

Psychology

Description/Abstract

We examined the generalized effects of training children to fluently blend phonemes of words containing target vowel teams on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset of words containing each of 3 target vowel teams (aw, oi, and au) was trained in lists, and generalization was assessed to untrained words in lists, trained and untrained words in target passages, and novel words in generalization passages. A multiple probe design across vowel teams revealed generalized increases in oral reading accuracy for target words presented in both lists and passages for all 3 students on 2 vowel teams and for 1 student on all 3 vowel teams. Generalized increases in oral reading fluency in both lists and passages were found for all 3 students on the vowel team that was trained to a fluency criterion, with two students showing increases prior to training on the other two vowel teams. Implications of these results for building fluency in prerequisite phonemic awareness skills as an intervention for promoting generalized oral reading fluency are discussed.

Additional Information

Copyright 2013 Journal of Behavioral Education. This article may be downloaded for personal use only. Any other use requires prior permission of the author and Journal of Behavioral Education.

The article may be found at

http://link.springer.com/article/10.1007%2Fs10864-012-9159-8

Source

local input

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

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