IMPROVING ORAL READING FLUENCY WITH A PEER‐MEDIATED INTERVENTION

descriptionPublicationkeyboard_double_arrow_right Article 01 Sep 2011 English Publisher:WileyJournal:Journal of Applied Behavior Analysis, volume 44, pages 641-646 (issn: 0021-8855, eissn: 1938-3703,

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Authors: Kristi L, Hofstadter-Duke; Edward J, Daly;

doi: 10.1901/jaba.2011.44-641

pmid: 21941397

pmc: PMC3177348

IMPROVING ORAL READING FLUENCY WITH A PEER‐MEDIATED INTERVENTION

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Abstract

This study examined the effects of an experimentally derived, peer‐delivered reading intervention on the oral reading fluency of a first‐grade student who had been referred for poor reading fluency. Same‐grade peers were trained to lead the target student through a structured intervention protocol based on the results of a brief experimental analysis. Results indicated that reading improvements were obtained and are discussed in terms of selecting efficient interventions for use by peers.

Related Organizations

University of Nebraska System
United States
University of Nebraska–Lincoln
United States

Keywords

Dyslexia, Reading, Humans, Female, Child, Reinforcement, Psychology, Child Language, Peer Group

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