Effects of a Reading Fluency Intervention for Middle Schoolers With Specific Learning Disabilities

Abstract

A fluency-reading intervention was developed and used to supplement reading instruction of middle school students with learning disabilities (LD). The daily 5- to 6-min fluency intervention focused on phonics, sight phrases, and oral reading. Repeated readings were used in each area until the student achieved mastery on each respective task. The students were divided in three groups according to the length of the intervention (6-9 months, 10-18 months, and 19-25 months). Dependent t tests were used to test the effects of the intervention. A pretest and posttest curriculum-based assessment (CBA) measure was used for each group to determine progress in reading rate. In addition, progress within the intervention was measured using comparisons of beginning and ending reading levels. Significant growth in reading level and reading rate was found. Implications of these results for students with LD are discussed.