Journal article
A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties
Remedial and special education, Vol.42(2), pp.78-93
04/01/2021
DOI: 10.1177/0741932519855058
Abstract
This meta-analytic review investigated non-repetitive reading fluency interventions for K-12 students with reading difficulties. Eight studies met inclusion criteria. The approaches were distinguished by their intervention structures; student groupings; and text difficulty, length, and genre. The overall multivariate weighted average standardized mean difference with robust variance yielded an improvement of less than 0.2 SD (d = 0.176) for non-repetitive reading fluency interventions, but results were positive and statistically significant. The moderator analysis revealed that the effect on comprehension outcomes (d = 0.239) was slightly larger than fluency outcomes (d = 0.105), but differences between the magnitude of the two outcomes were not statistically significant. Moreover, there was no indication of concern for publication bias. Studies comparing repeated reading and non-repetitive reading fluency interventions produced reading outcomes similar in magnitude, with no significant differences. Results indicated that non-repetitive reading fluency instruction may be a feasible approach for students with reading difficulties.
Details
- Title: Subtitle
- A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students With Reading Difficulties
- Creators
- Leah M. Zimmermann - University of IowaDeborah K. Reed - University of IowaAriel M. Aloe - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Remedial and special education, Vol.42(2), pp.78-93
- Publisher
- SAGE Publications
- DOI
- 10.1177/0741932519855058
- ISSN
- 0741-9325
- eISSN
- 1538-4756
- Number of pages
- 16
- Grant note
- name: Iowa Department of Education, award: Contract #013916
- Language
- English
- Date published
- 04/01/2021
- Academic Unit
- Psychological and Quantitative Foundations; Iowa Reading Research Center; Teaching and Learning
- Record Identifier
- 9984371100102771
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