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Tytuł pozycji:

Comparing the effectiveness of reading modifications on comprehension accuracy and reading comprehension rate.

Tytuł:
Comparing the effectiveness of reading modifications on comprehension accuracy and reading comprehension rate.
Autorzy:
Bouck, Emily C. (AUTHOR)
Truckenmiller, Adrea (AUTHOR)
Bone, Erin (AUTHOR)
Flanagan, Sara (AUTHOR)
Temat:
READING comprehension
SILENT reading
ORAL reading
ATTENTION-deficit hyperactivity disorder
GENERAL education
Źródło:
Preventing School Failure. 2021, Vol. 65 Issue 3, p194-205. 12p. 2 Charts, 2 Graphs.
Czasopismo naukowe
Research regarding the role of reading fluency for middle school-aged students with disabilities is limited, particularly for students with attention deficit hyperactivity disorder (ADHD). This study compares the roles—repeated silent reading (RSR), oral reading (OR), and repeated oral reading (ROR)—on grade-level comprehension for students identified with ADHD. An adaptive alternating treatment design with an extended baseline was used to compare the impact of each type of reading modification on comprehension. Researchers found OR and ROR of passages from a curriculum associated with acceptable performance on comprehension questions for those passages. Although students preferred silent reading, oral reading conditions were more consistently effective. Researchers discuss implications for the role of fluency in ADHD and general education classroom modifications. [ABSTRACT FROM AUTHOR]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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