Determining the Quality of Evidence in Reading Fluency Intervention for Struggling Readers in Korea

• In Event: Special Education Research: International Perspectives

Abstract

The purpose of this study was to evaluate the quality of evidence to determine effective reading fluency instruction in Korean for students with reading/learning disabilities. An extensive search process with inclusion and exclusion criteria yielded a total of 18 studies to be included in the present study: 12 group design studies and 6 single-subject design studies. The quality indicators proposed by Gersten et al. (2005) and Horner et al. (2005) were applied to evaluate the quality of selected fluency intervention studies. Lack of methodological rigor, which hampers determinations of the effectiveness of fluency instruction, and the current status of intervention studies and future directions are discussed.

Authors

• Yujeong Park, University of Tennessee

• Min Kyung Kim, East Tennessee State University

• Clara Lee Brown, The University of Tennessee - Knoxville