Comparing Performance Standards on the Retention of Words Read Correctly Per Minute

Kubina, Richard M.; Amato, Janelle; Schwilk, Christopher L.; Therrien, William J.

doi:10.1007/s10864-008-9071-4

Cited by 19 publications

(19 citation statements)

References 16 publications

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“…Consistent with the Chard et al (2002) findings, setting a performance criterion was associated with greater gains in rate, accuracy, and comprehension than RR with no criterion (Kubina et al, 2008). Using a higher performance criterion does not differentially effect the decrement of WCPM over time; as such, gains may not be sustainable over time (Kubina et al, 2008).…”

Section: Discussionsupporting

confidence: 68%

“…Chafouleas, Martens, Dobson, Weinstein, and Gardner (2004) found three RR conditions (i.e., RR alone, RR with WCPM performance feedback (PF) and RR/PF with a reward option) to be highly effective for improving reading rate but minimally to moderately effective for improving accuracy. Kubina, Amato, Schwilk, and Therrien (2008) found RR to a high-performance criterion required more practice sessions but yielded greater gains in reading rate than RR to a low-performance criterion. However, maintenance testing showed decrement in WCPM regardless of a high or low performance standard.…”

Section: Resultsmentioning

confidence: 84%

“…Welsch (2007) did not meet WWC pilot single-case design standards due to interassessor agreement. WWC has not reviewed the remaining 11 studies (Chafouleas et al, 2004; Daly et al, 2005; Decker & Buggey, 2014; Esteves & Whitten, 2011; Hitchcock et al, 2004; Kubina et al, 2008; Nelson et al, 2004; Staubitz et al, 2005; Tam et al, 2006; Watson et al, 2009; Yurick et al, 2006). …”

Section: Discussionmentioning

confidence: 99%

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The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

2016

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Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader’s cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler’s (2002) review, synthesizing fluency intervention research from 2001 to 2014. The search yielded 19 studies examining reading fluency and comprehension outcomes of reading fluency interventions for students with LD in kindergarten through 5th grade. Results showed repeated reading (RR), multicomponent interventions, and assisted reading with audiobooks produced gains in reading fluency and comprehension. Providing a model of fluent reading and performance feedback, using easier level text, setting a performance criterion, and practicing RR with peers also contributed to improved outcomes. Findings suggest that RR remains the most effective intervention for improving reading fluency for students with LD. Limitations include sample size, only three group design studies, and infrequent use of standardized measures.

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Section: Discussionsupporting

confidence: 68%

Section: Resultsmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

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The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

2016

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“…Behavioral fluency researchers have successfully used FBPC procedures for interventions in reading (Hughes, Beverley, & Whitehead, 2007;Kubina, Amato, Schwilk, & Therrien, 2008;Brown, Dunne, & Cooper, 1996), spelling (Kubina, Young, & Kilwein, 2004) mathematics (Binder, Haughton, & Van Eyk, 1990;Brady & Kubina, 2010) and advanced writing (Dermer, Lopez, & Messling, 2009). Using FBPC with different writing skills such as simple sentence construction may also yield similar positive results.…”

Section: Frequency Building To a Performance Criterionmentioning

confidence: 99%

Effects of Sentence Instruction and Frequency Building to a Performance Criterion on Elementary-Aged Students with Behavioral Concerns and EBD

2015

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Elementary-aged students with behavioral concerns and disabilities struggling to construct sentences stand a high likelihood for continued academic difficulty. Several studies have used sentence instruction with picture-word prompts to improve sentence level writing skills, including construction of simple sentences, syntax, capitalization, and punctuation. Research in other academic areas, such as mathematics and reading, have found students benefited from deliberate practice procedures resulting in fluency. The present study combined sentence instruction with a practice procedure and measured its impact on the writing performance of four elementary-aged students with behavioral concerns and disabilities. The study used a single case experimental design. The intervention produced gains in the frequency of simple sentences constructed and other sentence level writing skills.Educators and local and state governing agencies expect students to develop an increasingly complex repertoire of writing skills (Common Core State Standards, 2010). Regrettably, students with behavioral concerns, including students with emotional and behavioral disorders (EBD), tend to show sustained difficulty developing adequate writing skills (Brier,

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“…The WPM produced long term retention benefits for student meeting the fluent purpose. It also helps teachers to see which students need additional assistance (Kubina, Amato, Schwilk & Therrien, 2008). Therefore, WPM has been used as an indicator for school effectiveness (Schuh Moore, Destefano & Adelman, 2010).…”

Section: Words Per Minute (Wpm)mentioning

confidence: 99%

Enhance Learning through BrainDance Movements: An Empirical Study

Chiang¹,

Griego²

2017

INT J EDUC METHODOL

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Abstract:The purpose of this study was to compare and associate BrainDance activity to a control group on reading scores as well as social, learning, and negative behavior. A total of 40 students in two classrooms participated in this study. A Likert scale and words per minute reading scores followed by quantitative analysis using a t-test to document and assess students' behaviors and reading scores. The findings indicated no significant difference in reading fluency, but the BrainDance group improved in four specific areas-focus, use of sense, multiple senses, and restlessness. There were positive correlations of social and learning behaviors, but negative correlations for learning and negative behaviors in addition to social and negative behaviors.

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Comparing Performance Standards on the Retention of Words Read Correctly Per Minute

Cited by 19 publications

References 16 publications

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

Effects of Sentence Instruction and Frequency Building to a Performance Criterion on Elementary-Aged Students with Behavioral Concerns and EBD

Enhance Learning through BrainDance Movements: An Empirical Study

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