Evaluating the Effects of Timed Practice on Reading Endurance: A Comparison of One-Minute and Three-Minute Practice Conditions

An important component to reading may involve maintaining performance over long periods of time, especially when degradations in performance could otherwise negatively impact the outcome. This study used a counterbalanced multiple probe design to compare the effects of two reading practices on reading endurance of six second grade regular education students. The results indicated that the frequency of words read correctly increased in level and trend when a passage was practiced for 3-min, and little when the passage was practiced for 1-min three times (although one participant experienced substantial improvement during both conditions). The analysis of probe data across successive 10-s intervals indicated that large degradations in performance sometimes occurred within several minutes of reading. In addition, larger degradations occurred across the three, 1-min practice condition from the first minute to end of the timing. The implications of this finding for endurance are discussed along with limitations and suggestions for future research.

Name thesis:degree_name

Master of Arts

Level thesis:degree_level

masters

Discipline thesis:degree_discipline

EDU Physical Activity and Educational Services

Grantor dc:publisher

The Ohio State University

Year dc:date

2013

Author dc:creator

• Garner, Joshua W.

Contributors dc:contributor

• Neef, Nancy

• Education
• Behavioral Sciences
• reading
• fluency
• endurance

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: some rights reserved. It is licensed for use under a Creative Commons license. Specific terms and permissions are available from this document's record in the OhioLINK ETD Center.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=osu1363782691

OAI identifier oai:identifier

oai:etd.ohiolink.edu:osu1363782691