Effects of Peer-Delivered Fluency Instruction on the Oral Reading Fluency of High School Students with Mild Disabilities

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Hitt, S. B. (2015). Effects of Peer-Delivered Fluency Instruction on the Oral Reading Fluency of High School Students with Mild Disabilities. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Given the many challenges at the high school level to incorporate intensive fluency and comprehension interventions into high school courses, there remains a need for more extensive research on reading interventions, as well as the method of implementation of intensive interventions at the high school level. The purpose of this study was to evaluate the effects of peer delivery of the Great Leaps Reading Program (GLRP) on the oral reading fluency and reading comprehension of high school students with mild disabilities. The study sought to examine the ability of students with reading deficits to serve as peer tutors and deliver instruction in the GLRP with fidelity, and their opinions of the program. Six high school students with mild disabilities participated in the study. A multiple probe design across students was used to demonstrate the effects of peer-delivered Great Leaps on the dependent variables (e.g., fluency and comprehension). Results showed an increase in the mean of words read correctly per minute from baseline to intervention for four of the six students and all participants showed a decrease in the number of errors made per one-minute timed passage from baseline to intervention. Also, a minimal increase in comprehension was demonstrated for five of six students, and results of the social validity measure indicated that all six students liked the GLRP and five of the six students felt that it helped improve their reading.

Details
Author

Hitt, Sara Beth

Title

Effects of Peer-Delivered Fluency Instruction on the Oral Reading Fluency of High School Students with Mild Disabilities

Physical Description

1 online resource (126 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Given the many challenges at the high school level to incorporate intensive fluency and comprehension interventions into high school courses, there remains a need for more extensive research on reading interventions, as well as the method of implementation of intensive interventions at the high school level. The purpose of this study was to evaluate the effects of peer delivery of the Great Leaps Reading Program (GLRP) on the oral reading fluency and reading comprehension of high school students with mild disabilities. The study sought to examine the ability of students with reading deficits to serve as peer tutors and deliver instruction in the GLRP with fidelity, and their opinions of the program. Six high school students with mild disabilities participated in the study. A multiple probe design across students was used to demonstrate the effects of peer-delivered Great Leaps on the dependent variables (e.g., fluency and comprehension). Results showed an increase in the mean of words read correctly per minute from baseline to intervention for four of the six students and all participants showed a decrease in the number of errors made per one-minute timed passage from baseline to intervention. Also, a minimal increase in comprehension was demonstrated for five of six students, and results of the social validity measure indicated that all six students liked the GLRP and five of the six students felt that it helped improve their reading.

Genre

doctoral dissertations

Subjects--Topics

Special education
Reading

Degree

Ph.D.

Keywords

Fluency
High School
Mild Disabilities
Multi-Tiered Interventions
Reading Interventions

Subject Area

Special Education

Advisor(s)

Wood, Charles

Committee Members

Test, David
O'Brien, Christopher
Putman, Michael

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2015.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Hitt_uncc_0694D_10884

Permalink

http://hdl.handle.net/20.500.13093/etd:280