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The program combined repeated readings with culturally relevant stories delivered through a computer software system targeting oral reading fluency and comprehension. A concurrent multiple probe design across seven participants measured effects. 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Computer-Assisted, Culturally Relevant, Repeated Reading Intervention  \nJessica G. Bennett  \nBexley City Schools  \nRalph Gardner III Gwendolyn Cartledge Rajiv Ramnath  \nThe Ohio State University  \nMorris R. Council III  \nUniversity of West Georgia  \nAbstract  \nThis study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance oral reading fluency and comprehension. A concurrent multiple probe experimental design across seven participants was used to assess intervention effects. Results showed a positive effect on both practiced and novel passages during intervention and on the 2-week and 1-month maintenance probes. Further, reading growth rates for the participants exceeded the growth rates for comparison peers on AIMSweb assessments. This study supports previous research on the beneficial effects of repeated reading strategies and computer delivered instruction. The link between fluency and comprehension was further supported in these findings. The possible relative effects of the use of culturally relevant material as well as study limitations are discussed.  \nKeywords: oral reading fluency, repeated reading, computer-assisted instruction, culturally relevant, urban learners  \nThis study was part of a larger grant supported by the U.S. Department of Education, Institute of Educational Sciences (Grant no. R324A120103). Opinions expressed here are those of the authors and not necessarily those of IES. Address correspondence to: Jessica G. Bennett, Bexley City Schools, 250 S. Cassingham Road, Bexley, [OH 43215. E-mail: jessica.bennett@bexleyschools.org](OH 43215. E-mail: jessica.bennett@bexleyschools.org).  \n146 BEnnETT et al.  \nAccording to the nation’s Report Card, poor academic achievement  \ndisproportionately exists in urban settings (national Assessment for Educational Progress [nAEP], 2009). In 2013, for example, fourth-grade reading scores from most reporting urban districts were lower than their counterparts in non-urban districts and a disproportionate number of these struggling urban readers were minority students from poor communities (Cooper & Jordan, 2003; national Center for Educational Statistics [nCES], 2013). Low achievement in the earlier years is problematic because as children progress through school the curriculum becomes increasingly difficult; thus children who begin their school careers behind are likely to fall even further behind (Carlson & Francis, 2002; Stanovich, 1986), likely leading to school and later life failure (e.g., Chhabra & McCardle, 2004; McLoyd & Purtell, 2008; Shippen, Morton, Flynt, Houchins, & Smitherman, 2012). Furthermore, with the adoption of the Common Core State Standards (national Governors Association Center for Best Practices, 2010), academic requirements have been raised, increasing the challenge for students who are at risk for reading failure (Haager & Vaughn, 2013). Along with the adoption of the Common Core, at least 22 states and the District of Columbia have adopted policies aimed at improving reading achievement scores by third grade (Rose & Schimke, 2012).  \nUnfortunately, third grade may be too late to attempt meaningful gains. The extant literature emphasizes early identification of students who are at risk.“If a student hits third grade reading poorly, the chances of remediating him or her are not good. The vast majority of such youngsters will never climb beyond the bottom third of all readers”(Moats, 2007, p. 24). However, Moats and Foorman (2008) state that effective literacy instruction delivered to poor children during early elementary school (i.e., grades K-2) can allo","cbCaia14vTIjlJjF","https://ap.wps.com/l/cbCaia14vTIjlJjF","pdf",1529517,41,"English","# Abstract\n# Background and Rationale\n## Urban achievement disparities and early intervention\n## Limits of third-grade remediation\n# Oral Reading Fluency\n## Definition and measurement of ORF","[{\"question\":\"What intervention did the study evaluate to support reading development?\",\"answer\":\"A multicomponent supplemental package combined repeated readings and culturally relevant stories delivered through a novel computer software program aimed at oral reading fluency and comprehension.\"},{\"question\":\"How were the effects of the intervention assessed?\",\"answer\":\"A concurrent multiple probe experimental design across seven participants measured intervention effects, including maintenance probes after 2 weeks and 1 month.\"},{\"question\":\"What relationship did the findings support regarding fluency and comprehension?\",\"answer\":\"The results showed improvements in practiced and novel passages and further supported the link between reading fluency and reading comprehension.\"}]","Education and Treatment of Children - Vol. 40 - No. 2 - 2017 - Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention | PDF",1792091327,103]