Teachers have used the method of repeated readings to build oral reading fluency in students with and without special needs. A new fluency building intervention called interval sprinting uses shorter timing intervals (i.e., sprints) across a passage. This study used an alternating treatment
design to compare repeated readings and interval sprinting for three participants with or at-risk for reading deficits. The results show that the participants attained the fluency criterion on one of the reading practice procedures after approximately the same number of sessions without consensus
as to the procedure. Compared to readings in the first phase, students demonstrated higher average initial readings and reached criterion as fast or faster in the second phase, demonstrating reading transfer.
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Document Type: Research Article
June 15, 2020
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Reading Improvement publishes reports and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction. Articles dealing with encoding and decoding, special education, handwriting, art, and literature in relation to K-12 are included in the sphere of interest. Preference is given to manuscripts that promise better understanding of reading and for improving the reading process.
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