Repeated peer reading did not produce transferable fluency gains on the AIMSweb posttest for most struggling adolescent readers¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only 17% of treatment participants increased words per minute on the AIMSweb pre-post comparison while 75% decreased. → Still 2012 q2 i? In the control group 42% of participants increased wpm and 58% decreased on the same AIMSweb pre-post assessment. → Still 2012 (2)

Evidence¶

Still 2012¶

Still, K. L., & Flynt, C. A. (2012). Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers? JAASEP, Winter 2012. https://eric.ed.gov/?id=EJ1135781

q2 · i? · causal · r1

Quasi-experimental 12-week study of 12 treatment students with learning disabilities in small-group English; AIMSweb pre-post percentages as printed. The article reports "17% of the participants’ wpm increased, 75% decreased"; no effect size or significance test is printed.

"when analyzing the data from AIMSweb pre- and posttest that was given, 17% of the participants’ wpm increased, 75% decreased, and there was no change with 8% of the treatment group participants."

Still 2012 (2)¶

Still, K. L., & Flynt, C. A. (2012). Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers? JAASEP, Winter 2012. https://eric.ed.gov/?id=EJ1135781

q2 · i? · causal · r1

Control group of 12 special education students in a co-teach English class receiving no repeated reading treatment; AIMSweb pre-post percentages as printed. The article reports "42% of the participants’ wpm increase and 58% decrease"; no effect size printed.

"In contrast, the control group had 42% of the participants’ wpm increase and 58% decrease from the pre- and post-AIMSweb assessment that was given"

Discussion¶

Related Claims¶

• The relationship between reading fluency and comprehension was inconsistent among struggling adolescent readers in both groups — related
• Neither treatment nor typical-practice students with severe reading difficulties demonstrated significant standard-score growth over the 13-week study — related
• A 13-week multicomponent small-group reading intervention did not produce significantly better word reading, comprehension, or fluency outcomes than typical remedial instruction for middle school students with severe reading difficulties — related
• Repeated reading shows no discernible effects on reading fluency for students with learning disabilities — related
• Only one of 38 severely struggling middle school readers met a standard-score benchmark of 93 for adequate response to intervention after the study — related
• Within the same passage, treatment students' fluency increased from Monday cold reads to Friday reads each week — related