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Dissertation/Thesis Abstract

A Comparison of Reading Fluency Interventions on Reading Comprehension
by Yockey, Ashley, Psy.D., Southern Illinois University at Edwardsville, 2020, 48; 27956119
Abstract (Summary)

Reading skills, and more specifically reading comprehension abilities, are of utmost importance within our school systems due to the consequences they have on student success not only within academics, but within future careers as well. Due to the importance of these skills, reading appears as a topic of discussion not only at the school or district level, but also at the national level. Recent information regarding reading ability at the national level is discussed first here in an attempt to provide some perspective as to where students are, nationally, with their reading abilities. The five core components of reading are also introduced and discussed to provide information regarding each component’s implications on reading skill development. It is important to note that students who have insufficient skills in any of these five areas may benefit from some targeted intervention addressing those deficits. To provide students with support and skill building in each of these five components, additional research is essential to further the variety of interventions used to target reading ability. Research regarding repeated reading and listening passage preview are examined as options to expand and further the literature on reading interventions. Due to the need of reading comprehension interventions, an original study was developed using an adapted alternating treatment design and will be implemented to determine effectiveness.

Indexing (document details)
Advisor: Everett, Gregory
Commitee: McKenney, Elizabeth, Conoyer, Sarah
School: Southern Illinois University at Edwardsville
Department: Psychology
School Location: United States -- Illinois
Source: MAI 81/12(E), Masters Abstracts International
Subjects: Psychology
Keywords: Comprehension, Fluency, Listening passage preview, Repeated reading
Publication Number: 27956119
ISBN: 9798645496708
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