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Literacy Research and Instruction Volume 50, 2011 - Issue 4
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Original Articles

Testing the Acceleration Hypothesis: Fluency Outcomes Utilizing Still-Versus Accelerated-Text in Sixth-Grade Students With Reading Disabilities

David D. Paige Bellarmine University, Louisville, Kentucky, USACorrespondence[email protected]
Pages 294-312 | Published online: 08 Sep 2011

Citations (7)

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Read on this site (2)

Saeed S. Alqahtani. (2023) Ipad Text-to-Speech and Repeated Reading to Improve Reading Comprehension for Students with SLD. Reading & Writing Quarterly 39:1, pages 1-15.
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Matthew D. Carter, Marianna M. Walker, Kevin O’Brien & Monica S. Hough. (2019) The effects of text length on reading abilities in accelerated reading tasks. Speech, Language and Hearing 22:2, pages 111-121.
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Articles from other publishers (5)

Sebastian P. Korinth & Telse Nagler. (2021) Improving reading rates and comprehension? Benefits and limitations of the reading acceleration approach. Language and Linguistics Compass 15:3.
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Saeed S. Alqahtani. (2020) Technology-based interventions for children with reading difficulties: a literature review from 2010 to 2020. Educational Technology Research and Development 68:6, pages 3495-3525.
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Hossein Jamshidifarsani, Samir Garbaya, Theodore Lim, Pierre Blazevic & James M. Ritchie. (2019) Technology-based reading intervention programs for elementary grades: An analytical review. Computers & Education 128, pages 427-451.
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Sebastian Peter Korinth, Olaf Dimigen, Werner Sommer & Zvia Breznitz. (2016) Reading training by means of disappearing text: effects on reading performance and eye movements. Reading and Writing 29:6, pages 1245-1268.
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Telse Nagler, Sebastian P. Korinth, Janosch Linkersdörfer, Jan Lonnemann, Björn Rump, Marcus Hasselhorn & Sven Lindberg. (2015) Text-fading based training leads to transfer effects on children's sentence reading fluency. Frontiers in Psychology 6.
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