Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

Eldredge, J. Lloyd; Reutzel, D. Ray; Hollingsworth, Paul M.

doi:10.1080/10862969609547919

Cited by 24 publications

(15 citation statements)

References 17 publications

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“…Although many educators agree that reading comprehension may be one of the most critical skills a child learns in school, there is less agreement on determining the most effective methods for remediating reading comprehension problems. However, some authors have suggested that integrating strategies from the two models of instruction constitutes a more balanced approach for promoting reading comprehension (Brown, Pressley, Van Meter, & Schuder, 1996;Eldredge, Reutzel, & Hollingsworth, 1996;Hernandez, 1989). However, some authors have suggested that integrating strategies from the two models of instruction constitutes a more balanced approach for promoting reading comprehension (Brown, Pressley, Van Meter, & Schuder, 1996;Eldredge, Reutzel, & Hollingsworth, 1996;Hernandez, 1989).…”

Section: I N D a K C R O W E Abstractmentioning

confidence: 99%

Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of School-Age Children with Low Reading Ability

Crowe

2005

Remedial and Special Education

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study compared the effects of two oral reading feedback strategies in improving the reading comprehension of eight school-age children with low reading ability. Participants were assigned to one of two intervention groups matched on age, grade, gender, and general reading performance. Intervention 1 (I1) used traditional decoding-based feedback, and Intervention 2 (I2) used communicative reading strategies (CRS), meaning-based feedback. After 10 hours of reading intervention, participants in I2 performed significantly better than the I1 group on a formal measure of reading comprehension and on story-related comprehension questions. Moreover, the I2 group retained comprehension of story details over a longer period of time than did the I1 group. No significant differences were found between I1 and I2 in the ability to answer story-related locative, descriptive, or inferential detail questions.

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Section: I N D a K C R O W E Abstractmentioning

confidence: 99%

Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of School-Age Children with Low Reading Ability

Crowe

2005

Remedial and Special Education

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“…While the literature shows positive effects of these tactics on oral reading fluency (Daly & Martens, 1994;Levy et al, 1997;Polk & Miller, 1994;Rasinski, 1990), many other strategies could have been explored. These include guided reading, choral reading, assisted reading, error correction, and contingent rewards (Eldredge et al, 1996;Gregori & McLaughlin, 1996). In the present study, the best-intervention programs that were selected for each subject were limited to the strategies that were tested in the brief analysis phase.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, the value and efficacy of reading experience and practice in developing better readers is widely recognized. Experimental analysis has validated the method of providing students more reading experiences and measuring the effect on reading fluency (Eldredge, Reutzel, & Hollingsworth, 1996;Rasinski, Padak, Linek, & Sturtevant, 1994). Programs in this category include shared reading, choral reading, modeling, and passage previews.…”

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confidence: 99%

Using Experimental Analysis to Determine Interventions for Reading Fluency and Recalls of Students with Learning Disabilities

Welsch

2007

Learning Disability Quarterly

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This study assessed the efficacy of experimental analysis for determining a best intervention program for improving oral reading fluency for students with learning disabilities. Following a two-session baseline condition, four treatments to increase reading fluency (repeated reading, listening passage preview, repeated reading with easier material; and listening passage with easier materials) were administered in one session each for the purpose of briefly assessing which method was most effective for each student. The methods producing the highest response rate for each student were then subjected to an extended analysis. Finally, the best interventions for each student were implemented and their effectiveness was monitored across time. Functional relationships among the number of words read correct per minute and best intervention programs determined through brief experimental analysis were shown for all students in instructional passages. Generalized outcomes were consistent only when a reinforcement criterion for generalization was applied. Additionally, the best intervention program had an effect on the number of recalls for instructional passages. The results suggest that experimental analysis is an effective procedure for determining the comparative usefulness of instructional methods to increase oral reading fluency, especially within the context of a thorough educational assessment.

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“…For example, "popcorn" reading for fluency practice (when students are randomly called on to read) was noted during two teaching observations. "Popcorn" reading was specifically discouraged in this teacher training program, and it has been discouraged by professional reading organizations (Allington, 1984;Eldredge, Reutzel, & Hollingsworth, 1996). Ash, Kuhn, and Walpole (2009) have recommended that teachers should use other instructional strategies in place of "popcorn" reading such as Fluency Oriented Reading Instruction (Kuhn et al, 2006), Wide Reading Intervention (Kuhn et al, 2006), Peer-Assisted Learning Strategies (Fuchs, Fuchs, & Burish, 2000), Jigsaw (Aronson, Blaney, Sikes, Stephan, & Snapp, 1978), and Reciprocal Teaching (Palincsar & Brown, 1984).…”

Section: How Reading Instruction Aligns With Teacher Preparation Programmentioning

confidence: 99%

An Examination of the Influences of a Teacher Preparation Program on Beginning Teachers' Reading Instruction

Clark

Jones

Reutzel

et al. 2013

Literacy Research and Instruction

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Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience

Cited by 24 publications

References 17 publications

Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of School-Age Children with Low Reading Ability

Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of School-Age Children with Low Reading Ability

Using Experimental Analysis to Determine Interventions for Reading Fluency and Recalls of Students with Learning Disabilities

An Examination of the Influences of a Teacher Preparation Program on Beginning Teachers' Reading Instruction

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