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Title page for ETD etd-07302006-110029


Type of Document Dissertation
Author Yang, Jiaxiu
URN etd-07302006-110029
Title A meta-analysis of the effects of interventions to increase reading fluency among elementary school students
Degree PhD
Department Education & Human Development
Advisory Committee
Advisor Name Title
Douglas Fuchs Committee Chair
Daniel Reschly Committee Member
Donald Compton Committee Member
Lynn Fuchs Committee Member
Mark Lipsey Committee Member
Keywords
  • multiple treatment studies
  • previewing
  • effect size coding
  • peer tutoring
  • repeated reading
  • reading problems
  • fluency theories
  • multiple regression
  • effect size coding
  • effect size adjustment
Date of Defense 2006-05-11
Availability unrestricted
Abstract
This meta-analysis reviews research published between 1966 and 2001 that explores the effects of various reading treatments on the reading fluency of elementary school students. The literature search, coding schemes and procedures for effect sizes and study descriptors are described. Effect sizes are coded for reading rate, accuracy and comprehension. Study and subject characteristics are also coded. Thirty-nine studies are included in the meta-analysis, and some involved multiple treatments. Standard mean difference effect sizes are calculated for each treatment-control comparison. A rationale is discussed for including multiple treatment studies, as are strategies for solving the interdependencies among effect sizes from these studies. Mean effect sizes are reported for different reading treatments and treatment features in terms of reading rate, accuracy, and comprehension. Multiple regression procedures are conducted to determine what variables are good predictors of the variability in the distribution of effect sizes for the three outcome constructs. Various fluency building treatments are effective in improving reading fluency and comprehension in elementary school students. Results also suggest that the best fluency interventions are those that emphasize both fluency and comprehension training through extended practice. Limitations of the meta-analysis, implications for fluency instruction, and directions for future research are presented.

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