Fluency training for struggling readers: examining the effects of a Tier-2 intervention in third graders
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , , |
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. |
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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 |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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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 |
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1799135495407534080 |