Fluency and Comprehension Interventions for Third-Grade Students

By S. Vaughn, David J. Chard, Diane Pedrotty Bryant, M. Coleman, Brenda-Jean Tyler, Sylvia Linan-Thompson, K. Kouzekanani. 2000

144 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8693b40d813488f74d0b4372507c04267effdba9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Efficacy of Collaborative Strategic Reading With Middle School Students* (2011, background): “…2009; Gajria, Jitendra, Sood, & Sacks, 2007; Gersten et al., 2001; Mastropieri et al., 1996; Matropieri, Scruggs, & Graetz, 2003; National Institute of Child Health and Human Development, 2000; Scammacca et al., 2007; Swanson et al., 1999; Talbott, Lloyd, and Tankersley, 1994; Vaughn et al., 2000).”
Cognitive Strategy Instruction (2014, unknown): “…Vaughn, Klingner, Woodruff, Reutebuch, & Kouzekanani, 2006; Klingner & Vaughn, 1996; 1998; 1999; Klingner, Vaughn, Arguelles, Hughes, & Leftwich, 2004; Klingner, Vaughn, & Schumm, 1998; Vaughn, Chard, Bryant, Coleman, Tyler, Linan-Thompson, & Kouzekanani, 2000; Vaughn, Klingner, & Bryant, 2001).”
Collaborative Strategic Reading as a Means to Enhance Peer-Mediated Instruction for Reading Comprehension and Content-Area Learning (2001, methodology): “Recently, CSR has been implemented with student pairs in third-grade classrooms (Vaughn et al., 2000).”
A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities (2002, background): “Many of the approaches to improving fluency could be categorized as focusing on repeated reading (Meyer & Felton, 1999), whether through partner reading (e.g., Arreaga-Mayer, Terry, & Greenwood, 1998; D. Fuchs, Fuchs, Mathes, & Simmons, 1997) or through other procedures that support repeated reading”
Grade‐Level Invariance of a Theoretical Causal Structure Predicting Reading Comprehension With Vocabulary and Oral Reading Fluency (2005, methodology): “2002), as part of an instructional formative evaluation program using curriculum-based measures (Yell & Busch, 2003), or in terms of program impact (Vaughn et al., 2000).”
Reading Comprehension and Fluency: Examining the Effects of Tutoring and Video Self-Modeling on First-Grade Students with Reading Difficulties (2004, methodology): “Two related terms, feedforward and positive self-review, define the difference between images of future and past success.”
A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “…attention allocation during reading can be improved by implementing activities that direct attention to the important or central information in texts (McKeown, Beck, & Blake, 2009; Vaughn et al., 2000) and by practicing the detection and repair of coherence breaks (Mokhtari & Reichard, 2002).”
Fluency and Comprehension Gains as a Result of Repeated Reading (2004, background): “Preliminary results from an intervention that included a phonics and sight word component indicated that these components may prove to be helpful (Vaughn et al., 2000).”
Effect of a Combined Repeated Reading and Question Generation Intervention on Reading Achievement (2006, result): “…improvement in students’ comprehension (Bryant et al., 2000; Homan, Klesius, & Hite, 1993; Levy, Abello, & Lysynchuk, 1997; Mathes & Fuchs, 1993; Rashotte & Torgesen, 1985; Simmons, Fuchs, Fuchs, Hodge, & Mathes, 1994; Stoddard, Valcante, Sindelar, O’Shea, & Algozzine, 1993; Vaughn et al., 2000).”
Meta-Analysis of Reading Comprehension Interventions for Students with Learning Disabilities: Strategies and Implications. (2005, methodology): “The collaborative reading strategy in study 15 (Vaughn et al., 2000) generated an effect size of 0.”