Improving fluency in at-risk readers and students with learning disabilities

This study investigated attempts to improve the performance and progress of students with learning disabilities and reading difficulties. It focused o n oral reading instruction and contrasted the effects of specific reading s trategies with generic encouragement to do well. Results indicated that all students improved on a standardized norm-referenced test of comprehension, but students who used a specific oral reading strategy made significantly greater progress in reading, as measured by curriculum-based measurement ma ze procedures.