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Fluency and Comprehension Interventions for Third-Grade Students

Department of Special Education, SRVaughnum{at}aol.com.

David J. Chard

Department of Special Education at the University of Oregon

Diane Pedrotty Bryant

Department of Special Education at the University of Texas at Austin

Maggie Coleman

Texas Center for Reading and Language Arts in the College of Education at the University of Texas at Austin

Brenda-Jean Tyler

Department of Special Education

Sylvia Linan-Thompson

Texas Center for Reading and Language Arts at the University of Texas at Austin

Kamiar Kouzekanani

Texas Center for Reading and Language Arts of the University of Texas at Austin

Eight third-grade teachers and their 111 students participated in this 12-week study that was conducted within regular classroom settings. Sixteen of the students demonstrated significant reading problems and qualified for special education or were identified by the school district as dyslexic. This study addressed the differential effects of fluency and comprehension instruction on fluency and comprehension outcomes in two groups of students: those with significant reading problems and those who are low- to average-achieving students. Eight classrooms of third graders and their teachers were assigned to one of two interventions : partner reading, designed to enhance fluency, or collaborative strategic reading, designed to enhance comprehension. Results indicated no statistically significant main effects or group-by-time interaction effects; however, over time (pre- to posttest), there were statistically significant effects for rate of reading and correct words read per minute (but not accuracy or comprehension) for both partner reading and collaborative strategic reading for both low- to average-achieving students and students with reading disabilities.

Remedial and Special Education, Vol. 21, No. 6, 325-335 (2000)
DOI: 10.1177/074193250002100602


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