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| Generalized Effects of Repeated-Readings Interventions |
| Monday, May 29, 2017 |
| 9:00 AM–9:50 AM |
| Convention Center 403/404 |
| Area: EDC/PRA; Domain: Applied Research |
| Chair: David Hulac (The University of Northern Colorado ) |
| CE Instructor: Edward J. Daly, Ph.D. |
| Abstract: For the thousands of studies on reading instruction and intervention, far too many students still fail to become proficient readers. Applied behavior analysis, however, has the conceptual tools and methodology for individual analysis necessary to examine the variables affecting each struggling readers difficulties. From this perspective, teaching reading is a matter of promoting stimulus control and stimulus or response generalization. This symposium presents three studies that examined intervention strategies for oral-reading fluency problems with special emphasis on generalization, either to novel contexts for the trained response class (reading words in untrained passages) or to different response classes (comprehension). In the first two studies, the authors compared repeated practice conditions that varied in terms of word similarity across practice occasions, and examined the effects in novel, untrained passages. The first study examined maintenance effects for a group of 130 students. The second study examined classification accuracy statistics when predicting performance on the generalization passage from the training passages. In the third study, the authors compared a repeated practice condition to modeling across different difficulty levels to examine which, if either, produced greater comprehension. The results will be discussed in terms of how reading interventions should be designed to maximize generalized improvements. |
| Instruction Level: Intermediate |
| Keyword(s): Generalization, Reading comprehension, Reading fluency, Repeated readings |
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Examining Procedures for Promoting Maintenance and Generalization: Repeated Versus Guided Versus Repeated Plus Guided Reading |
| SCOTT P. ARDOIN (University of Georgia), Katherine Binder (Mt. Holyoke), Andrea Zawoyski (University of Georgia), Tori Foster (University of Georgia) |
| Abstract: An extensive body of literature exist promoting repeated readings as an effective practice for developing students reading fluency. Repeated reading (RR) procedures are consistent with the procedures recommended by Haring and Eatons (1978) Instructional Hierarchy for promoting students fluent responding to newly learned stimuli. An extensive body of literature also supports RR as an effective practice for promoting students reading fluency of practiced passages. Less clear is the extent to which RR allows students to read those same words presented in new passages. The current study employed a randomized-control design procedure in order to examine the maintenance and generalization effects of three interventions, each of which provided students with repeated opportunities to practice high and low frequency words. The condition differed in the extent to which words were practiced within the same versus different passages. Across the 130 students for whom data were analyzed, results indicated that increased opportunities to practices words lead to greater maintenance effects when passage were read 7 days later but minimal differences across conditions in students reading of target words presented within new passage. |
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Direct and Generalized Effects of a Reading Fluency Intervention Across Different Word Overlap Conditions |
| NICHOLAS D. YOUNG (University of Northern Colorado), Brian K. Martens (Syracuse University), Michael Patrick Mullane (Syracuse University), Stephanie J. Long (Syracuse University), Samantha Sallade (Syracuse University), William Sullivan (Syracuse University), Allison J. Morley (Syracuse University), Joseph E. Underberg (Syracuse University) |
| Abstract: We assessed childrens gains in oral reading fluency following intervention on 3 training passages that differed in word overlap (low, high, multiple exemplar) with an untrained generalization passage. We also calculated various classification accuracy statistics when predicting performance on the generalization passage from the training passages. Participants were 77 white third-grade students randomly assigned within classrooms to the three conditions. Results showed significantly larger gains on the training versus generalization passages with no significant differences between conditions. We also found a larger increase in the percentage of students who read the generalization passage with no errors after training on the multiple exemplar passage. Using cut scores of 100 words correct per minute at post-test, performance on the training passages had high specificity, positive predictive power, and negative predictive power in relation to performance on the untrained generalization passage. Sensitivity was low with more than half of the students who failed to achieve mastery on the generalization passage reaching criterion on the training passages. Implications for school-based intervention teams as well as future research are discussed. |
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| A Comparison of Comprehension Accuracy and Rate: Repeated Readings and
Listening-While-Reading in Second-Grade Students |
| MEGAN BLONDER (University of Tennessee - Knoxville), Christopher Skinner (The Univesity of Tennessee), Dennis Ciancio (University of Tennessee - Knoxville), Samantha Turnbull (University of Tennessee - Knoxville), Katelyn Scott (School Psychology Doctoral Student at University of Tennessee Knoxville ), Carrie Jaquett (University of Tennessee), Jonah Ruddy (University of Tennessee - Knoxville), Kelly Thompson (University of Tennessee - Knoxville) |
| Abstract: Researchers have evaluated the effects of Repeated Readings and Listening-While- Reading interventions on oral reading fluency and comprehension, and have compared the effects of these two interventions on indirect measures of comprehension. This research was extended by evaluating and comparing the effects of these two interventions using direct measures of reading comprehension and reading comprehension rates, or the amount of passage comprehended per time spent reading. To determine if an interaction exists between passage difficulty and intervention condition, students read two passages for each condition, one easier and one harder passage. Results revealed main effects on comprehension rate, but not on comprehension accuracy. These findings suggest that neither intervention enhanced comprehension, but Listening-While-Reading enhanced comprehension rates on both easier and harder passages, which suggest that it may be a significantly more efficient procedure for enhancing comprehension. Implications for measurement, academic accommodations, class-wide instruction, and future research are discussed. |
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