Reading Intervention Using Interactive Metronome Treatment

<p>The purpose of this research study was to examine the effects of Interactive Metronome (IM), a non-academic treatment, when integrated with reading intervention. The intention was to analyze the degree to which IM affected fluency when introduced alongside reading intervention. The research questions that guided this study focused on how internal timekeeping affects reading fluency. This study used a multiple baseline across participant’s single-subject design. Three participants were monitored to determine a baseline using Curriculum Based Measures and Correct Word Per Minute data, and then each received a total of 15 hours of Interactive Metronome treatment. Progress was documented with progress monitoring of fluency using Curriculum Based Measures over a period of 17-22 weeks. Results suggest that students did not benefit from the Interactive Metronome treatment. Data derived from the study does not indicate a causal relationship between Interactive Metronome and improved fluency. Future research should investigate a possible connection between Interactive Metronome and comprehension.</p>

Name thesis:degree_name

Master of Arts

Discipline thesis:degree_discipline

School of Teacher Education

Year

2015

Author dc:creator

• Lewis, Denise

Contributors dc:contributor

• Nancy Hulan (Director), Christina Noel, Lucy Maples and Susan Keesey

• fluency
• reading
• IM
• Communication Sciences and Disorders
• Pre-Elementary, Early Childhood, Kindergarten Teacher Education
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.wku.edu/theses/1541

OAI identifier oai:identifier

oai:digitalcommons.wku.edu:theses-2548