Promoting Generalization of Reading: A Comparison of Two Fluency-Based Interventions for Improving General Education Student's Oral Reading Rate

摘要

The generalization effects of empirically-supported fluency-basedreading interventions have been largely ignored. The purpose of this study was toevaluate the effects of two fluency-based reading interventions, Repeated Readingsand Multiple Exemplars, on elementary-aged children's immediate and generalizedoral reading fluency rate. Using a within-subjects group design, a total of 42 second(n = 25) and fourth (n = 17) grade general education students were administeredboth interventions and their generalized responding to passages containing highword and medium word overlap was assessed. Results indicated that children's oralfluency on intervention passages was significantly greater during the RepeatedReadings intervention. However, children's oral reading fluency on generalizationpassages containing medium word overlap was significantly greater following theMultiple Exemplars intervention. This difference was however possibly due to theMultiple Exemplar medium word overlap passage being easier for students to read.No significant differences between the two interventions were observed in chil-dren's oral reading fluency on generalization passages containing high wordoverlap. Implications and limitations of the study are discussed in relation toimproving students' reading fluency on generalization passages.