Document Type

Article

Journal/Book Title/Conference

Literary Research and Instruction

Volume

54

Publication Date

11-7-2014

First Page

67

Last Page

81

DOI

http://dx.doi.org/10.1080/19388071.2014.976678

Abstract

The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through fifth grade. The differences on the outcome measures between the treatment (n = 29) and comparison (n = 23) were statistically significant. Thus, students in the treatment demonstrated increased reading expression, reading rate, and overall reading scores. Results suggest that Reading Together is a feasible method of increasing students’ reading proficiency and can be delivered by trained volunteers.

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