{"id":{"repo_id":"wku-diss","oai_identifier":"oai:digitalcommons.wku.edu:theses-1734"},"canonical_url":"https://search.dev.ndltd.org/etd/wku-diss/oai:digitalcommons.wku.edu:theses-1734","repository":{"repo_id":"wku-diss","name":"Western Kentucky University","base_url":"https://digitalcommons.wku.edu/do/oai/"},"display":{"title":"Improving Oral Reading Performance: A Comparison of the Effectiveness of Two Reading Interventions","abstract":"Reading can be considered as the most fundamental skill learned in a person's life. It lays the foundation for later success in academics, vocational pursuits, and life. Because of reading's importance in everyday life, the search for effective reading interventions for those experiencing reading difficulties is continual. A single-subjects design was used to examine the overall effect of two reading interventions, listening previewing and folding-in, on oral reading performance. Nine regular education third-grade students served as subjects in the present study. Results indicated that neither the listening previewing procedure nor the folding-in technique were particularly successful at improving oral reading performance over the act of simply practicing reading each day. The findings are discussed in relation to their implications for future research.","abstract_html":"Reading can be considered as the most fundamental skill learned in a person's life. It lays the foundation for later success in academics, vocational pursuits, and life. Because of reading's importance in everyday life, the search for effective reading interventions for those experiencing reading difficulties is continual. A single-subjects design was used to examine the overall effect of two reading interventions, listening previewing and folding-in, on oral reading performance. Nine regular education third-grade students served as subjects in the present study. Results indicated that neither the listening previewing procedure nor the folding-in technique were particularly successful at improving oral reading performance over the act of simply practicing reading each day. The findings are discussed in relation to their implications for future research.","abstract_has_math":false,"creators":["Morris, Allison"],"institution":null,"degree_name":"Education Specialist","degree_level":null,"degree_discipline":"Department of Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2000,"date_issued":"2000-08-01T07:00:00Z","date_published":"2000-08-01T07:00:00Z","updated_at":"2026-07-24T06:07:48Z","subjects":["Education","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/731","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Morris, Allison"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education Specialist"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/731"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Reading can be considered as the most fundamental skill learned in a person's life. It lays the foundation for later success in academics, vocational pursuits, and life. Because of reading's importance in everyday life, the search for effective reading interventions for those experiencing reading difficulties is continual. A single-subjects design was used to examine the overall effect of two reading interventions, listening previewing and folding-in, on oral reading performance. Nine regular education third-grade students served as subjects in the present study. Results indicated that neither the listening previewing procedure nor the folding-in technique were particularly successful at improving oral reading performance over the act of simply practicing reading each day. The findings are discussed in relation to their implications for future research."]},{"key":"dc:title","label":"Title","values":["Improving Oral Reading Performance: A Comparison of the Effectiveness of Two Reading Interventions"]}]}],"canonical_facts":{"dc:creator":["Morris, Allison"],"dc:description.abstract":["Reading can be considered as the most fundamental skill learned in a person's life. It lays the foundation for later success in academics, vocational pursuits, and life. Because of reading's importance in everyday life, the search for effective reading interventions for those experiencing reading difficulties is continual. A single-subjects design was used to examine the overall effect of two reading interventions, listening previewing and folding-in, on oral reading performance. Nine regular education third-grade students served as subjects in the present study. Results indicated that neither the listening previewing procedure nor the folding-in technique were particularly successful at improving oral reading performance over the act of simply practicing reading each day. The findings are discussed in relation to their implications for future research."],"dc:identifier":["https://digitalcommons.wku.edu/theses/731"],"dc:subject":["Education","Psychology"],"dc:title":["Improving Oral Reading Performance: A Comparison of the Effectiveness of Two Reading Interventions"],"dc:type":["Thesis"],"thesis:degree_discipline":["Department of Psychology"],"thesis:degree_name":["Education Specialist"]},"updated_at":"2026-07-24T06:07:48Z"}