Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third graders

Detalhes bibliográficos
Autor(a) principal: Cruz, Joana
Data de Publicação: 2023
Outros Autores: Mendes, Sofia, Alves, Diana, Marques, Sofia, Cadime, Irene Maria Dias
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://hdl.handle.net/1822/87286
Resumo: Tier-2 reading fluency interventions are specifically tailored for struggling readers, addressing their unique needs. The aim of this study was to examine the impact of a Tier-2 reading fluency intervention on reading capabilities and motivation among third-grade students identified as at risk. The intervention employed various strategies, including non-repetitive reading, exploration of challenging words, model reading, eco-reading, assisted reading, and both self- and hetero-assessment of reading proficiency. A two-group randomized controlled trial was employed, comprising an intervention group (N n = 162) and a delayed intervention control group (N = 183). Both groups underwent pre-test and post-test evaluations in reading accuracy and fluency. Additionally, a separate cohort of students without reading difficulties was assessed (N = 225). The intervention resulted in significantly improved word reading accuracy and reading fluency scores in the intervention group compared to the control group. While the gap between the intervention and control groups was slightly reduced, no significant effects on motivation were observed. These findings underscore the relevance of Tier-2 reading fluency interventions in preventing the development of persistent reading difficulties.
id RCAP_a84a727295f24ae6a239e82e3ca702e6
oai_identifier_str oai:repositorium.sdum.uminho.pt:1822/87286
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str 7160
spelling Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third gradersReading fluencyInterventionRandomized controlled trialTier-2Elementary schoolTier-2 reading fluency interventions are specifically tailored for struggling readers, addressing their unique needs. The aim of this study was to examine the impact of a Tier-2 reading fluency intervention on reading capabilities and motivation among third-grade students identified as at risk. The intervention employed various strategies, including non-repetitive reading, exploration of challenging words, model reading, eco-reading, assisted reading, and both self- and hetero-assessment of reading proficiency. A two-group randomized controlled trial was employed, comprising an intervention group (N n = 162) and a delayed intervention control group (N = 183). Both groups underwent pre-test and post-test evaluations in reading accuracy and fluency. Additionally, a separate cohort of students without reading difficulties was assessed (N = 225). The intervention resulted in significantly improved word reading accuracy and reading fluency scores in the intervention group compared to the control group. While the gap between the intervention and control groups was slightly reduced, no significant effects on motivation were observed. These findings underscore the relevance of Tier-2 reading fluency interventions in preventing the development of persistent reading difficulties.This research was funded by the Portuguese Foundation for Science (FCT) and Technology and the Portuguese Ministry of Science, Technology, and Higher Education through national funds within the framework of the Psychology for Development Research Center – CIPD (grant number UIDB/04375/2020).Multidisciplinary Digital Publishing Institute (MDPI)Universidade do MinhoCruz, JoanaMendes, SofiaAlves, DianaMarques, SofiaCadime, Irene Maria Dias2023-09-072023-09-07T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/87286engCruz, J.; Mendes, S.; Alves, D.; Marques, S.; Cadime, I. Fluency Training for Struggling Readers: Examining the Effects of a Tier-2 Intervention in Third Graders. Educ. Sci. 2023, 13, 908. https://doi.org/10.3390/educsci130909082227-710210.3390/educsci13090908908https://www.mdpi.com/2227-7102/13/9/908info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-24T01:23:01Zoai:repositorium.sdum.uminho.pt:1822/87286Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T23:19:40.420735Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third graders
title Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third graders
spellingShingle Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third graders
Cruz, Joana
Reading fluency
Intervention
Randomized controlled trial
Tier-2
Elementary school
title_short Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third graders
title_full Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third graders
title_fullStr Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third graders
title_full_unstemmed Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third graders
title_sort Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third graders
author Cruz, Joana
author_facet Cruz, Joana
Mendes, Sofia
Alves, Diana
Marques, Sofia
Cadime, Irene Maria Dias
author_role author
author2 Mendes, Sofia
Alves, Diana
Marques, Sofia
Cadime, Irene Maria Dias
author2_role author
author
author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Cruz, Joana
Mendes, Sofia
Alves, Diana
Marques, Sofia
Cadime, Irene Maria Dias
dc.subject.por.fl_str_mv Reading fluency
Intervention
Randomized controlled trial
Tier-2
Elementary school
topic Reading fluency
Intervention
Randomized controlled trial
Tier-2
Elementary school
description Tier-2 reading fluency interventions are specifically tailored for struggling readers, addressing their unique needs. The aim of this study was to examine the impact of a Tier-2 reading fluency intervention on reading capabilities and motivation among third-grade students identified as at risk. The intervention employed various strategies, including non-repetitive reading, exploration of challenging words, model reading, eco-reading, assisted reading, and both self- and hetero-assessment of reading proficiency. A two-group randomized controlled trial was employed, comprising an intervention group (N n = 162) and a delayed intervention control group (N = 183). Both groups underwent pre-test and post-test evaluations in reading accuracy and fluency. Additionally, a separate cohort of students without reading difficulties was assessed (N = 225). The intervention resulted in significantly improved word reading accuracy and reading fluency scores in the intervention group compared to the control group. While the gap between the intervention and control groups was slightly reduced, no significant effects on motivation were observed. These findings underscore the relevance of Tier-2 reading fluency interventions in preventing the development of persistent reading difficulties.
publishDate 2023
dc.date.none.fl_str_mv 2023-09-07
2023-09-07T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://hdl.handle.net/1822/87286
url https://hdl.handle.net/1822/87286
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Cruz, J.; Mendes, S.; Alves, D.; Marques, S.; Cadime, I. Fluency Training for Struggling Readers: Examining the Effects of a Tier-2 Intervention in Third Graders. Educ. Sci. 2023, 13, 908. https://doi.org/10.3390/educsci13090908
2227-7102
10.3390/educsci13090908
908
https://www.mdpi.com/2227-7102/13/9/908
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Multidisciplinary Digital Publishing Institute (MDPI)
publisher.none.fl_str_mv Multidisciplinary Digital Publishing Institute (MDPI)
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
_version_ 1799135495407534080

Registros relacionados