Improving Fluency in At-Risk Readers and Students with Learning Disabilities

Abstract

This study investigated attempts to improve the performance and progress of students with learning disabilities and reading difficulties. It focused on oral reading instruction and contrasted the effects of specific reading strategies with generic encouragement to do well. Results indicated that all students improved on a standardized norm-referenced test of comprehension, but students who used a specific oral reading strategy made significantly greater progress in reading, as measured by curriculum-based measurement maze procedures.