Effects of a fluency-building program on the reading performance of low-achieving second and third grade students

Brian K. Martens; Tanya L. Eckert; John C. Begeny; Lawrence J. Lewandowski; Florence D. Digennaro; Staci A. Montarello; Lauren A. Arbolino; Derek D. Reed; Barbara H. Fiese

doi:10.1007/s10864-006-9022-x

Effects of a fluency-building program on the reading performance of low-achieving second and third grade students

Brian K. Martens, Tanya L. Eckert, John C. Begeny, Lawrence J. Lewandowski, Florence D. Digennaro, Staci A. Montarello, Lauren A. Arbolino, Derek D. Reed, Barbara H. Fiese

Department of Psychology

Research output: Contribution to journal › Article › peer-review

41 Scopus citations

Abstract

This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design, whereas immediate and two-day retention gains in oral reading fluency on trained passages were evaluated using an adapted changing criterion design. Increases in WRCM due to training and number of trainings to criterion were also evaluated as a function of pre-training fluency levels. Results showed statistically significant gains on dependent measures for the treatment group, mean increases of two to three grade levels in passages mastered, and an optimal pre-training fluency range of 41-60 WRCM. Implications for fluency-based reading programs are discussed.

Original language	English (US)
Pages (from-to)	38-53
Number of pages	16
Journal	Journal of Behavioral Education
Volume	16
Issue number	1
DOIs	https://doi.org/10.1007/s10864-006-9022-x
State	Published - Mar 2007

Keywords

Curriculum-based measurement
Fluency
Generalization
Reading
Retention

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1007/s10864-006-9022-x

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title = "Effects of a fluency-building program on the reading performance of low-achieving second and third grade students",

abstract = "This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design, whereas immediate and two-day retention gains in oral reading fluency on trained passages were evaluated using an adapted changing criterion design. Increases in WRCM due to training and number of trainings to criterion were also evaluated as a function of pre-training fluency levels. Results showed statistically significant gains on dependent measures for the treatment group, mean increases of two to three grade levels in passages mastered, and an optimal pre-training fluency range of 41-60 WRCM. Implications for fluency-based reading programs are discussed.",

keywords = "Curriculum-based measurement, Fluency, Generalization, Reading, Retention",

author = "Martens, {Brian K.} and Eckert, {Tanya L.} and Begeny, {John C.} and Lewandowski, {Lawrence J.} and Digennaro, {Florence D.} and Montarello, {Staci A.} and Arbolino, {Lauren A.} and Reed, {Derek D.} and Fiese, {Barbara H.}",

note = "Funding Information: Acknowledgement This research was supported in part by a grant from the College of Arts and Sciences at Syracuse University.",

year = "2007",

month = mar,

doi = "10.1007/s10864-006-9022-x",

language = "English (US)",

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AU - Martens, Brian K.

AU - Eckert, Tanya L.

AU - Begeny, John C.

AU - Lewandowski, Lawrence J.

AU - Digennaro, Florence D.

AU - Montarello, Staci A.

AU - Arbolino, Lauren A.

AU - Reed, Derek D.

AU - Fiese, Barbara H.

N1 - Funding Information: Acknowledgement This research was supported in part by a grant from the College of Arts and Sciences at Syracuse University.

PY - 2007/3

Y1 - 2007/3

N2 - This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design, whereas immediate and two-day retention gains in oral reading fluency on trained passages were evaluated using an adapted changing criterion design. Increases in WRCM due to training and number of trainings to criterion were also evaluated as a function of pre-training fluency levels. Results showed statistically significant gains on dependent measures for the treatment group, mean increases of two to three grade levels in passages mastered, and an optimal pre-training fluency range of 41-60 WRCM. Implications for fluency-based reading programs are discussed.

AB - This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design, whereas immediate and two-day retention gains in oral reading fluency on trained passages were evaluated using an adapted changing criterion design. Increases in WRCM due to training and number of trainings to criterion were also evaluated as a function of pre-training fluency levels. Results showed statistically significant gains on dependent measures for the treatment group, mean increases of two to three grade levels in passages mastered, and an optimal pre-training fluency range of 41-60 WRCM. Implications for fluency-based reading programs are discussed.

KW - Curriculum-based measurement

KW - Fluency

KW - Generalization

KW - Reading

KW - Retention

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Effects of a fluency-building program on the reading performance of low-achieving second and third grade students

Abstract

Keywords

ASJC Scopus subject areas

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