The document contains abstracts from 4 different research studies on reading fluency interventions for students with learning disabilities or reading difficulties. The first study found that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities for repeated reading of familiar text with feedback, and establishing performance criteria for increasing text difficulty. The second study examined the impact of partner reading interactions on task behavior. It found that student-chosen partners led to better social cooperation, and teachers should provide scripted instructions, allow student partner choices, and avoid pairing low-ability students only with each other. The third study was a meta-analysis that found repeated reading interventions had positive effects on reading fluency gains for students with

1. Journal Abstracts
issues in curriculum planning and
modifications for children with exceptionalities
By: Jessa Jane G. Orit

2. A Synthesis of Research on Effective
Interventions for Building Reading Fluency with
Elementary Students with Learning Disabilities
David J. Chard
Sharon Vaughn
Brenda-Jean Tyler
October 2012

3. Abstract
Fluent reading, often defined as speed and accuracy, is an
important skill for all readers to develop. Students with learning
disabilities (LD) often struggle to read fluently, leading to difficulties in
reading comprehension. Despite recent attention to reading fluency
and ways to improve fluency, it is not clear which features of
interventions that are designed to enhance fluency are beneficial for
the most struggling readers. The purpose of this study is to synthesize
research on interventions that are designed primarily to build reading
fluency for students with LD. The search yielded 24 published and
unpublished studies that reported findings on intervention features,
including repeated reading with and without a model, sustained
reading, number of repetitions, text difficulty, and specific
improvement criteria. Our findings suggest that effective
interventions for building fluency include an explicit model of fluent
reading, multiple opportunities to repeatedly read familiar text
independently and with corrective feedback, and established
performance criteria for increasing text difficulty.

4. Interaction Quality during Partner
Reading
Elizabeth B. Meisinger1
Paula J. Schwanenflugel2
Barbara A. Bradley3
Steven A. Stahl4
June 1, 2004

5. Abstract
The influence of social relationships, positive interdependence, and
teacher structure on the quality of partner reading interactions was
examined. Partner reading, a scripted cooperative learning strategy, is often
used in classrooms to promote the development of fluent and automatic
reading skills. Forty-three pairs of second grade children were observed
during partner reading sessions taking place in 12 classrooms. The degree to
which the partners displayed social cooperation (instrumental support,
emotional support, and conflict management) and on/off task behavior was
evaluated. Children who chose their own partners showed greater social
cooperation than those children whose teacher selected their partner.
However, when the positive interdependence requirements of the task were
not met within the pair (neither child had the skills to provide reading
support or no one needed support), lower levels of on-task behaviour were
observed.

6. Providing basic partner reading script instruction at the
beginning of the year was associated with better social
cooperation during partner reading, but providing elaborated
instruction or no instruction was associated with poorer social
cooperation. It is recommended that teachers provide basic
script instruction and allow children to choose their own
partners. Additionally, pairings of low ability children with other
low ability children and high ability children with other high
ability children should be avoided. Teachers may want to
suggest alternate partners for children who inadvertently
choose such pairings or adjust the text difficulty to the pair.
Overall, partner reading seems to be an enjoyable pedagogical
strategy for teaching reading fluency.

7. The Effects of Repeated Reading on Reading
Fluency for Students With Reading
Disabilities
A Meta-Analysis
Jiyeon Lee, PhD
So Yoon Yoon, PhD
September 25, 2015

8. Abstract
The purpose of this research was to systematically
review the effects of repeated reading (RR) interventions on
reading fluency to provide instructional strategies for students
with reading disabilities (RD). Correct words per minute were
coded as an outcome variable in a search that yielded 34 RR
intervention studies from 1990 to 2014 for students with RD
in K-12. The estimated overall Hedges’ g of the 39
independent effect sizes indicated the positive effects of RR
on gains in reading fluency for students with RD, especially at
the elementary grade level. The current findings also
suggested that a combination of RR and a listening passage
preview would be the most effective method for students
with RD.