Volume 42, Issue 4 (2013)
Using Eye-Tracking Procedures to Evaluate Generalilzation Effects: Practicing Target Words During Repeated Reading Within Versus Across Texts
Scott P. Ardoin, Katherine S. Binder, Andrea M. Zawoyski, Tori E. Foster, & Leslie A. Blevins
Abstract. Repeated readings is a frequently studied and recommended intervention for improving reading fluency. Typically, researchers investigate generalization of repeated readings interventions by assessing students' accuracy and rate on researcher-developed high word overlap passages. Unfortunately, this methodology may mask intervention effects given that the dependent measure is reflective of time spent by students reading both practiced and unpracticed words. Eyetracking procedures have the potential to overcome this limitation. The current study examined the eye movements of participants who were (a) not provided with any intervention (n = 28), (b) provided with repeated readings on a single passage containing a set of target words (n = 28), or (c) provided the opportunity to read four different passages each containing the same set of target words (n = 28). Students' reading of a novel passage containing the target words provides evidence to support recommendations that schools use repeated readings.
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