Programming for the Generalization of Oral ReadingFluency: Repeated Readings of Entire Text versusMultiple Exemplars

摘要

This study compared a multiple exemplar approach involving thetraining of key words and sentence structures to a typical repeated readings pro-cedure for their effects on students' generalized oral reading fluency. The twotraining approaches were also compared in terms of their relative learning rates (i.e.,fluency gain per minute of instruction time). Participants were I l l first- and second-grade students from three public schools in a large urban school district. This studyutilized an across students pre-test/post-test experimental design and one-wayanalyses of variance on the gain scores from pre-test to post-test to assess theeffectiveness of multiple exemplar instruction, listening passage preview/repeatedreadings, and a time and attention control condition. Results showed significantlyhigher gain scores for students in both the multiple exemplar and listening passagepreview/repeated readings groups versus controls on the trained and generalizationpassages. Multiple exemplar instruction also resulted in significantly larger learningrates than listening passage preview/repeated readings. Implications, limitations,and directions for future research are discussed.