The Effects of Fluency-Based Instruction on the Identification of Component Reading Skills

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This study examined the effects of fluency-based instruction on the identification of six component-composite relations for early reading skills. Five participants (ages 5-8) who struggled with reading participated. A multiple probe design was used to assess the effects of frequency building on prerequisite skills on the emergence of composite reading skills. The results show that the prerequisite skills taught did not have an effect on the composite skill probes but did have an effect on the assessment scores. The data expand the research pertaining to Precision Teaching, fluency-based instruction, and component-composite relations. These data suggest that additional skills may be … continued below

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Bandy, Darren August 2016.

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  • Bandy, Darren

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This study examined the effects of fluency-based instruction on the identification of six component-composite relations for early reading skills. Five participants (ages 5-8) who struggled with reading participated. A multiple probe design was used to assess the effects of frequency building on prerequisite skills on the emergence of composite reading skills. The results show that the prerequisite skills taught did not have an effect on the composite skill probes but did have an effect on the assessment scores. The data expand the research pertaining to Precision Teaching, fluency-based instruction, and component-composite relations. These data suggest that additional skills may be needed to be taught in order to effects on the composite skills. In addition, these authors identify the need for the identification of the component skills necessary to teach rapid autonomic naming.

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  • August 2016

Added to The UNT Digital Library

  • Aug. 31, 2016, 10:41 p.m.

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  • Oct. 25, 2016, 10 a.m.

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Bandy, Darren. The Effects of Fluency-Based Instruction on the Identification of Component Reading Skills, thesis, August 2016; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc862832/: accessed March 19, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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