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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Improving oral reading fluency with a peer-mediated intervention.

Kristi L Hofstadter-Duke¹, Edward J Daly

¹University of Nebraska-Lincoln, USA.

Journal of Applied Behavior Analysis

|September 24, 2011

Summary

This summary is machine-generated.

Peer-delivered reading interventions can improve oral reading fluency in first-grade students. This study trained peers to implement a structured reading protocol, leading to significant reading improvements for a struggling student.

Keywords:

brief experimental analysis multiple-probe design oral reading fluency peer tutoring reading interventions

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Area of Science:

Educational Psychology
Applied Behavior Analysis
Literacy Research

Background:

Early identification of reading difficulties is crucial for academic success.
Oral reading fluency (ORF) is a foundational skill in reading development.
Peer-delivered interventions offer a scalable approach to support struggling readers.

Purpose of the Study:

To evaluate the effectiveness of a peer-delivered reading intervention on a first-grade student's ORF.
To investigate the feasibility of training same-grade peers to implement a structured reading protocol.
To determine if an experimentally derived intervention, delivered by peers, can yield measurable reading improvements.

Main Methods:

An experimental analysis was conducted to derive an effective reading intervention.
Same-grade peers were trained to deliver the intervention to a target student.
The intervention protocol involved structured reading practice sessions.
Oral reading fluency was measured before and after the intervention.

Main Results:

The target first-grade student demonstrated notable improvements in oral reading fluency.
The peer tutors successfully implemented the structured intervention protocol.
The study provides evidence for the efficacy of peer-delivered reading support.

Conclusions:

Peer-delivered interventions are a viable and effective method for improving reading fluency in young learners.
Training peers to deliver evidence-based interventions can be a practical strategy for schools.
Further research should explore the broader application and long-term effects of peer-led reading programs.