Improving Oral Reading Performance: A Comparison of the Effectiveness of Two Reading Interventions

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.

Name thesis:degree_name

Education Specialist

Discipline thesis:degree_discipline

Department of Psychology

Year

2000

Author dc:creator

• Morris, Allison

• Education
• Psychology

Repository record dc:identifier

https://digitalcommons.wku.edu/theses/731

OAI identifier oai:identifier

oai:digitalcommons.wku.edu:theses-1734