Reread-adapt and answer-comprehend intervention with Deaf and hard of hearing readers: effect on fluency and reading achievement |
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| Authors: | Schirmer Barbara R Schaffer Laura Therrien William J Schirmer Todd N |
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| Institution: | Defiance College, Defiance, OH, USA. |
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| Abstract: | The researchers investigated the effect of the Reread-Adapt and Answer-Comprehend intervention (Therrien, Gormley, & Kubina, 2006) on the reading fluency and achievement of d/Deaf and hard of hearing elementary-level students. Children in the third, fifth, and sixth grades at a state school for d/Deaf and hard of hearing students received a fluency intervention that was supplemental to their regular reading instruction. Significant improvement was found on a generalized measure of reading fluency after intervention. Though the researchers found no significant improvement in performance on a generalized measure of comprehension after intervention, the students demonstrated consistently good comprehension on both literal and inferential questions during the intervention sessions. The findings support the importance of incorporating a comprehension monitoring strategy in fluency instruction. |
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