A synthesis of interventions for improving oral reading fluency of elementary students with learning disabilities

ABSTRACT

A synthesis of the research literature was conducted from 2004 to 2014 on interventions designed to build oral reading fluency for elementary students with learning disabilities (LD). An extensive search yielded a total of 12 intervention studies. Among the 12 studies, the majority (n = 9) implemented repeated reading with or without a model. Findings from this synthesis indicate that there may be no differential effects between repeated reading with or without a model for improving oral reading fluency of elementary students with LD. In addition, findings suggest that elementary students with LD may benefit from video modeling or word/phrase-based practices that provide opportunities to repeat misread words or phrases with words incorrectly read during the initial reading.

KEYWORDS:

• Elementary level
• learning disabilities
• oral reading fluency
• reading intervention

Additional information

Notes on contributors

Min Kyung Kim

Min Kyung Kim, PhD, is a clinical instructor in the Department of Teaching and Learning at East Tennessee State University. She also serves as the edTPA Coordinator in Special Education. Her current research interests are primarily related to students with learning disabilities and difficulties, reading interventions, and assistive technology.

Diane Pedrotty Bryant

Diane Pedrotty Bryant, PhD, is a Professor of Special Education at the University of Texas at Austin and holds the Mollie Villeret Davis Professorship in Learning Disabilities. Dr. Bryant is the author/co-author of books, tests, and research articles that focus on educational interventions for improving the academic performance of students with learning disabilities and difficulties, and is the Co-Editor-in-Chief of the Learning Disability Quarterly.

Brian R. Bryant

Brian R. Bryant, PhD, is a Research Professor in the Meadows Center for Preventing Educational Risk, College of Education, at the University of Texas at Austin. His research interests are in mathematics, reading, and writing learning disabilities, intellectual disability (particularly in the area of support needs), and assistive technology applications across the life span. He has published numerous tests, articles, books, and chapters in books. He is also the Co-Editor-in-Chief of the Learning Disability Quarterly.

Yujeong Park

Yujeong Park, PhD, is an Assistant Professor at the University of Tennessee at Knoxville. Her current research interests include a focus on improving the literacy-related outcomes of students with learning disabilities and using student assessment data to promote effective instruction. She is also a quantitative methodologist.