A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities

By David J. Chard, S. Vaughn, Brenda-Jean Tyler. Journal of Learning Disabilities, 2002

686 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ab78a0286b38ad6694d0bde5ae1024c08ea0907f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. John C. Begeny
2. Edward J. Daly
3. S. Ardoin
4. Josepha Witt
5. H. E. Krouse
6. Christa M. Martin
7. Sarah G Ross
8. Sheila R. Alber-Morgan

In Safety Research

1. S. Ardoin
2. W. Grabe
3. John C. Begeny

In Statistics and Probability

1. Edward J. Daly
2. S. Ardoin
3. H. E. Krouse
4. Sarah G Ross
5. R. C. Mitchell
6. B. Martens
7. Josepha Witt
8. W. Grabe

Citations in the corpus

• Varying Intervention Delivery in Response to Intervention: Confronting and Resolving Challenges With Measurement, Instruction, and Intensity (2007, background): “…(i.e., materials of appropriate difficulty level); (b) brief, repeated practice opportunities with modeling, feedback, and reinforcement; (c) monitoring and charting of student performance; and (d) performance goals for changing to more difficult material (Chard et al., 2002; Martens et al., 2007).”
• Decoding and Fluency: Foundation Skills for Struggling Older Readers (2003, background): “In sum, after completing a comprehensive review of fluency intervention studies conducted in the past 25 years, Chard et al. (2002) concluded that repeated reading interventions with students with learning disabilities are associated with improvement in reading rate, accuracy, and comprehension.”
• Fluency in reading—Thirty-five years later (2010, background): “However, two further metaanalyses, Chard et al. (2002) and Therrien (2004), reinforced the conclusions of the National Reading Panel, arguing that repeated reading practices, of various types, strongly influence reading comprehension abilities. A recent study by Therrien et al. (2006) demonstrated t”
• Increasing Elementary-aged Students’ Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies (2009, methodology): “In fact, despite the number of studies that have demonstrated the efficacy of RR and LPP, a limitation of this research base is that the large majority of these interventions have been implemented by having students work one-on-one with a peer or adult (Chard et al. 2002; Therrien 2004), thereby mak”