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

By C. Mercer, K. Campbell, M. Miller, Kenneth D. Mercer, Holly B. Lane. 2000

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/cc3efed63b9c2c30cd3e6eecbc9bf49194b3fc1f

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Decoding and Fluency: Foundation Skills for Struggling Older Readers (2003, methodology): “Another research-validated program, Great Leaps (Campbell, 1995; Mercer et al., 2000), may also be used to provide supplementary fluency practice needed by many secondary struggling readers.”
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers (2009, result): “Results were mixed with inconsistent improvements in oral reading fluency compared to baseline (Freeland, Skinner, Jackson, McDaniel & Smith, 2000; Mercer et al., 2000; Valleley & Shriver, 2003).”
The Effects of Reading Fluency Instruction on the Academic and Behavioral Success of Middle School Students in a Self-Contained EBD Classroom (2002, background): “Repeated reading strategies have been studied as a response to this problem and have demonstrated promising results in both reading fluency and comprehension (e.g., Dowhower, 1987; Homan, Klesius, & Hite, 1993; Mercer, Campbell, Mercer, & Miller, 1998; Rashotte & Torgesen, 1985).”
Extensive Reading Interventions for Students With Reading Difficulties After Grade 3 (2013, methodology): “Three studies examined pretest to posttest gains for students’ reading fluency following intervention (Mercer et al., 2000; Snider, 1997; Torgesen et al., 2001).”
Reading Comprehension and Fluency: Examining the Effects of Tutoring and Video Self-Modeling on First-Grade Students with Reading Difficulties (2004, methodology): “This protocol contains elements of best practices identified by the National Reading Panel (1999), including repeated reading for oral fluency, sight word recognition and vocabulary, phonics skills, and basic comprehension (Kim-Rupnow & Dowrick, 2000).”