Improving oral reading fluency through response opportunities: A comparison of phrase drill error correction with repeated readings

John C. Begeny, Edward J. Daly, Rachel J. Valleley

Research output: Contribution to journalArticle

25 Scopus citations

Abstract

The purpose of this study was to compare two oral reading fluency treatments (repeated readings and phrase drill error correction) which differ in the way they prompt student responding. Repeated readings (RR) and phrase drill (PD) error correction were alternated with a baseline and a reward condition within an alternating treatments design with an 8-year old boy referred for reading difficulties. Results indicate that RR and PD improved the participant's reading fluency equally well relative to both baseline and reward conditions. Results are discussed in terms of the types and relevance of response opportunities afforded by each intervention.

Original languageEnglish (US)
Pages (from-to)229-235
Number of pages7
JournalJournal of Behavioral Education
Volume15
Issue number4
DOIs
StatePublished - Dec 1 2006

Keywords

  • Intervention
  • Phrase drill
  • Reading fluency
  • Repeated reading

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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