Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior

Ardoin, Scott P.; Binder, Katherine S.; Foster, Tori E.; Zawoyski, Andrea M.

doi:10.1016/j.jsp.2016.09.002

Cited by 25 publications

(26 citation statements)

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“…An additional limitation is that current test–retest reliability coefficients differ from traditional estimates of test–retest reliability in that assessment administrations were separated by a nine‐ to 10‐week period during which a portion of the participant sample received one‐to‐one reading intervention, whereas remaining participants received typical instruction. Although all EM measures revealed statistically significant improvements over time (

η_{p}^{2}

= 0.115 to 0.428; as reported by Ardoin et al., ), statistical analyses of EM and achievement data revealed no significant between‐group differences as a function of intervention condition at either point of data collection. Thus, the exposure of a subset of participants to intervention seems unlikely to have biased current results.…”

Section: Discussionsupporting

confidence: 61%

Reliability and Validity of Eye Movement Measures of Children's Reading

Foster

Ardoin

Binder

2017

Reading Research Quarterly

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. Her clinical and research interests revolve around increasing access to evidencebased assessment and therapeutic services and coordination of care across systems for children with or at risk for developmental, behavioral health, and academic concerns.SCOTT P. ARDOIN (corresponding author) is a professor in the School Psychology Program, the head of the Department of Educational Psychology, and a codirector of the Center for Autism and Behavioral Education Research at The University of Georgia, Athens, USA; e-mail spardoin@uga.edu. He conducts research employing the principles of behavioral analysis to improve academic assessment and intervention practices conducted within school settings. KATHERINE S. BINDER is a professor and the chair of the Department of Psychology and Education at Mount Holyoke College, South Hadley, Massachusetts, USA; e-mail kbinder@mtholyoke.edu. She is interested in how children and adults with low literacy skills learn to read.

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η_{p}^{2}

Section: Discussionsupporting

confidence: 61%

Reliability and Validity of Eye Movement Measures of Children's Reading

Foster

Ardoin

Binder

2017

Reading Research Quarterly

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“…In addition, the multiple readings that are part of the RR procedure may support the acquisition of new vocabulary contained within a text passage because it takes multiple exposures before a new vocabulary word is retained (e.g., 12 exposures; McKeown, Beck, Omanson, & Pople, ). On the other hand, Ardoin et al () found that the percentage of unique words within a passage comprised approximately 44%, 45%, and 38% of all words in first, second, and third grade passages, respectively. When students are able to read multiple text passages during an intervention session, they may have the opportunity to practice decoding a greater number of words, and gain exposure to a wider range of vocabulary and content.…”

Section: Discussionmentioning

confidence: 99%

“…Although RR may be an effective method for improving reading fluency skills (Therrien, 2004), there are some who criticize the procedure because it requires students to reread the same portion of text multiple times, a practice that does not simulate typical natural reading experiences (Ardoin, Binder, Foster, & Zawoyski, 2016;Homan, Klesius, & Hite, 1993). Others have asserted that rereading the same portion of text multiple times may lessen a student's interest in the passage or engagement in the intervention (Stahl & Heubach, 2005), both of which are factors that have been shown to impact reading skill development (Priebe, Keenan, & Miller, 2010;Quinn, Wagner, Petscher, & Lopez, 2015).…”

Section: Continuous Reading (Cr): Practice Without Repetitionmentioning

confidence: 99%

“…One alternative to RR is CR (alternatively referred to as wide reading; Ardoin et al, ; Wexler, Vaughn, Roberts, & Denton, ; also sustained reading; Mathes & Fuchs, ). Instead of rereading the same text multiple times (as in RR), CR requires students to read continuously, typically for a specified amount of time (e.g., O'Connor, White, & Swanson, ).…”

Section: Introductionmentioning

confidence: 99%

“…The advantages of CR suggest that the practice holds promise as an effective alternative to RR; meanwhile, research comparing the merits of the two methods is in the early stages. The few studies that have examined differential effects of RR and CR found that both increased reading fluency and comprehension (Ardoin et al, ; Homan et al, ; O'Connor et al, ; Rashotte & Torgesen, ). However, significant differences in fluency were not found between RR and CR conditions in the Ardoin et al, Homan et al, or O'Connor et al studies.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read

Hammerschmidt‐Snidarich

Maki

Adams

2019

Psychology in the Schools

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Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current study examined the differential effectiveness of RR and CR for increasing oral reading fluency rate (ORF) and comprehension of 40 students in second and third grades, randomly assigned to receive the RR or CR intervention. Students in both conditions received a standardized amount of practice (dosage) in the form of number of words read during each intervention session. All but two participants increased their ORF and there were no significant differences between groups on posttest ORF or broad comprehension. Moreover, students with the highest pretest scores made slightly more growth regardless of condition. Students in the RR group demonstrated significantly higher comprehension of practiced passages and students in the CR condition reported significantly higher levels of intervention acceptability. Implications for reading fluency intervention research and practice are discussed.

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Monitoring Oral Reading Fluency From Electronic Shared Book Reading: Insights From a Full‐Length Book Reading Study With Relay Reader®

Wang,

Beigman Klebanov,

O'Reilly

et al. 2024

ETS Research Report Series

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Existing research reveals a robust relationship between self‐reported print exposure and long‐term literacy development, yet few studies have demonstrated how reading skills change as children read a book in the short term. In this study, 50 children (mean age 9.7 years, SD = .8) took turns with a prerecorded narrator reading aloud a popular children's novel, producing 6,092 oral reading responses over 1,093 book passages. Each oral reading response was evaluated by a speech engine that calculated words‐correct‐per‐minute (WCPM). Mixed effect models revealed that text level differences, between‐individual differences, and within‐individual variations explained 13%, 56% and 32% of variance in WCPM, respectively. On average, children started reading the book at about 93 WCPM, and they improved by 2.26 WCPM for every 10,000 words of book reading. Random effects showed that the standard deviation of the growth rate was 1.85 WCPM, suggesting substantial individual difference in growth rate. Implications for reading instruction and assessment were discussed.

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Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior

Cited by 25 publications

References 47 publications

Reliability and Validity of Eye Movement Measures of Children's Reading

Reliability and Validity of Eye Movement Measures of Children's Reading

Evaluating the effects of repeated reading and continuous reading using a standardized dosage of words read

Monitoring Oral Reading Fluency From Electronic Shared Book Reading: Insights From a Full‐Length Book Reading Study With Relay Reader®

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