LISTENING PREVIEWING IN READING TO READ - RELATIVE EFFECTS ON ORAL READING FLUENCY

An intervention designed to increase oral reading fluency (Reading to Read; RTR) as well as the additional component of listening previewing (PRV) was evaluated in an alternating treatments design with 3 Africa n-American male elementary students (9, 10, and 12 years of age; 2 fou rth grade and 1 third grade) who were reading 2 to 3 years below their current grade placement. Considering the relatively brief amount of t ime spent during intervention (4 to 9 weeks; 2 to 3 30-minute sessions per week), results evidenced substantial increases for all 3 students on correct words per minute and percent comprehension accuracy, and s ubstantial decreases in mean number of errors. The PRV condition yield ed higher correct words per minute rates and lower error rates for 2 o f the students, whereas the third student's performance was superior w ith the regular RTR intervention without PRV. The efficacy of PRV with in RTR is discussed with regard to factors related to students' attent ional problems.