Dh. Tingstrom et al., LISTENING PREVIEWING IN READING TO READ - RELATIVE EFFECTS ON ORAL READING FLUENCY, Psychology in the schools, 32(4), 1995, pp. 318-327
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.