Building Science Reading Fluency for Students with Disabilities with Repeated Reading to a Fluency Criterion
The current study investigated the effects of repeated readings to a fluency criterion with science text for seven students with disabilities using multiple probe multiple baselines across participants. Results indicated students met criteria on four consecutive passages. As shown on Standard Celeration Charts a majority of students’ correct words per minute accelerated while incorrect words per minute decelerated on successive initial, intervention readings demonstrating reading transfer. Students’ reading scores during post-test and maintenance out performed pre-test and baseline readings providing additional measures of reading transfer. The study also suggested a relationship with comprehension; students scored higher on oral retell measures after meeting criterion when compared to initial readings. Overall, repeated readings to a fluency criterion intervention improved science reading fluency for students with disabilities.
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