Effect of a Brief Fluency Intervention on the Fluency and Comprehension of High School Deaf Readers

• In Event: Poster Session 3
  In Poster Session: Approaches to Fostering Reading Proficiency in Classroom Contexts

Abstract

The purpose was to investigate the effect of the Reread-Adapt and Answer-Comprehend intervention in a brief intervention mode on the reading fluency and comprehension of deaf high school students. Design of the study was a mixed quantitative design of single-group experimental design along with single subject experimental design. Participants were eight students in grades 9 and 10 at a state school for the deaf. Results showed no significance for the WJIII Reading Fluency subtest and a small effect size, and significance for the Reading Comprehension cluster score and a medium-to-strong effect size. For the proximal measures, we found consistently good literal and inferential comprehension during each session and a continuous increase in difficulty level of the materials.

Authors

• Barbara R. Schirmer, Defiance College

• Laura Schaffer, Michigan School for the Deaf

• William J. Therrien, University of Iowa

• Todd N. Schirmer, Napa State Hospital