Reading Fluency and Self‐Efficacy: A case study
In this case study, reading fluency was examined within the context of a paired reading instructional intervention. Additionally, this study explored reader self‐perceptions and the nature of the lived experience of reading for a less‐skilled reader. A single‐subject
changing criterion design was employed. Baseline reading fluency data were collected prior to the introduction of the intervention, as well as during the 11‐week intervention. Reading rates and accuracy percentages were calculated during the baseline and instructional phases, and probed
during the maintenance phase. In addition, a reading maze procedure was used periodically to investigate reading comprehension. The Reader Self‐Perception Scale (Henk & Melnick, 1995) was administered on three occasions, and informal interviews were conducted and analysed for recurring
themes to explore the lived experience of having reading fluency difficulties. Reading fluency improved substantially, scores on the Reader Self‐Perception Scale were in the average range, and accuracy and comprehension scores remained stable and high throughout the study.
Keywords: Paired Reading; Reading Conversations; Reading Fluency; Reading Rate; Self‐efficacy; Single‐subject Research
Document Type: Research Article
Affiliations: Bloomsburg University, USA
Publication date: 01 September 2005
- Editorial Board
- Information for Authors
- Subscribe to this Title
- Ingenta Connect is not responsible for the content or availability of external websites
- Access Key
- Free content
- Partial Free content
- New content
- Open access content
- Partial Open access content
- Subscribed content
- Partial Subscribed content
- Free trial content