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Fifty 2nd- and 3rd-grade students identified as experiencing difficulty reading were randomly assigned to experimental and control groups. In the experimental group, students received a reading intervention called Read Two Impress for a total of 360 min. Students in the control continued to receive regular instruction from their teacher. A 2 × 3 re...
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This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficult...
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... 13) -in other words, those who are using SVR to prioritize phonics are communicating the idea that since children understand language naturally, the only element left to teach is phonics. Unfortunately, this idea seems to ignore the vast body of research connecting comprehension skill development to other literacy topics such as reading fluency (Kuhn, 2020;LaBerge & Samuel, 1974;Rasinski & Padak, 1998;Young et al., 2018), motivation and interest (Cordova & Lepper, 1996;McBreen & Savage, 2020;Vansteenkiste et al., 2006;Wigfield & Guthrie, 1997), and writing (Graham & Hebert, 2010;Graham et al., 2018). Many of our respondents who expressed difficulty with ranking whether or not STR "should be hot" did mention that all areas of literacy research, not just phonics, should be what is receiving attention. ...
Literacy topics fluctuate each year in how much attention they receive in research and practice. The What’s Hot in Literacy annual survey asks twenty-five leading experts what literacy topics are currently receiving attention, or are hot, as well as which topics should be hot in the field. The results of these interviews are tallied to identify consensus among the participants. The following three levels are used to report the findings: a) “extremely hot” or “extremely cold” (100% consensus), b) “very hot” or “very cold” (75% consensus), and c) “hot” or “cold” (50% consensus). Items are identified as “should be hot” or “should not be hot” if at least 50% of the respondents agree. The four “very hot” topics for 2021 are digital literacy, dyslexia, phonics/phonemic awareness, and social justice/equity/anti-racism in literacy. Discussion of these topics (and others that were deemed should be hot) and why they may be currently receiving more attention than others in the field is included. Findings can be utilized by both K-12 and higher education professionals alike.
... D. Morris et al., 2012;Pullen & Lane, 2014;Simmons et al., 2007;Simmons et al., 2011;Vadasy et al., 2006aVadasy et al., , 2006b [Study 1; Study 2]; Vadasy et al., 2007;Vadasy & Sanders, 2008, 2011. Fluency interventions featured instruction in fluency only (k = 3; 5 treatments; Swanson & O'Connor, 2009;Young, Durham, et al., 2018;Young, Pearce, et al., 2018). Meaning-based interventions focused on text or passage comprehension and/or vocabulary instructional components, but not foundational skills components (k = 3; 3 treatments; Fien et al., 2011;Gillam et al., 2014;Good et al., 2015). ...
Researchers have noted a nonlinear association between reading instruction dosage (i.e., hours of instruction) and reading outcomes for Grade K–3 students with reading difficulties (K–3 SWRD). In this article, we propose a nonlinear meta-analysis as a method to identify both the maximum effect size and optimal dosage of reading interventions for K–3 SWRD using 26 peer-reviewed studies including 186 effect sizes. Results suggested the effect sizes followed a concave parabolic shape, such that increasing dosage improved intervention effects until 39.92 hours of instruction (d max = 0.77), after which the intervention effects declined. Moderator analyses found that maximum intervention effects on fluency outcomes were significantly larger (d max = 1.34) than the overall maximum effect size. Also, when students received 1:1 instruction, the dosage response curve displayed a different functional form than the concave parabolic shape, showing the effect increased indefinitely after approximately 16.8 hours of instruction. Implications for research and practice are discussed.
... These methods of Paired Oral Reading are prevalent in the literature (Kuhn & Stahl, 2003;Rasinski & Hoffman, 2003) using various terms such as Neurological Impress Method (NIM; Heckelman 1969), Paired Reading (Topping & Lindsay, 1992b), Dyad Reading (Eldredge & Butterfield, 1986), and Read Two Impress (Young et al., 2015). Evidence suggests that Paired Oral Reading techniques are effective for promoting a tutee's reading rate (Brown et al, 2018;Flood et al., 2005;Young et al., 2015), oral reading accuracy (Topping & Lindsay, 1992a), oral reading prosody (Young, Durham et al., 2018), and silent reading comprehension Flood et al., 2005). Table 1.1 outlines key details about the various methods of Paired Oral Reading. ...
... Additions to the Paired Oral Reading literature appear to have accelerated during the past decade. Fry (2014) and Gately (2014) utilized the Paired Reading technique to support foster learners in the U.K. Young et al. (2015Young et al. ( , 2016Young et al. ( , 2020Young, Durham, et al., 2018;Young, Pearce, et al., 2018) provided a stacked intervention, termed Read Two Impress, integrating the Neurological Impress Method with Samuels' (1987) method of repeated reading. In a comparative study, the combined approach of Read Two Impress was found to outperform the Neurological Impress Method on measures of reading fluency and reading comprehension with elementary age students (Young, Pearce, et al., 2018). ...
... In a comparative study, the combined approach of Read Two Impress was found to outperform the Neurological Impress Method on measures of reading fluency and reading comprehension with elementary age students (Young, Pearce, et al., 2018). Several recent studies also investigated the influence of Paired Oral Reading on measures of tutee prosody using peer (Brown et al., 2018) and adult tutors (Young, Durham, et al., 2018). Acknowledging the pragmatic nature of these practices, Young and Rasinski (2017) specifically recommended utilizing Paired Oral Reading as an intensive intervention within the Response to Intervention (RtI; Gersten et al., 2008) framework. ...
For decades, researchers and practitioners have supported developing readers via synchronous oral reader with a stronger peer or adult tutor. These methods–collectively known as Paired Oral Reading—are purported to promote reading achievement for tutee readers. However, despite nearly 60 years of investigation, no known research has adequately reviewed and synthesized the effects of similar practices commonly known as Paired Oral Reading. This dissertation systematically reviewed the published literature on the various methods of Paired Oral Reading with elementary-age students then meta-analyzed the quantitative studies that met pre-established inclusion criteria. The meta-analysis calculated the effect of Paired Oral Reading outcomes on tutee reading achievement and subsequently investigated differential outcomes for various factors such as tutor type, time variables, and reading outcome (fluency/comprehension). The results indicate that tutees receiving Paired Oral Reading support experience greater achievement with adult tutors over peer tutors and in reading comprehension versus oral reading fluency. The systematic review and meta-analysis of these data demonstrate that strategic use of these methods can support weak or developing elementary readers. Further, it is proposed that future research and application of these techniques are framed as a single family of methods; Synchronous Partnered Oral Reading Techniques (SPORT). Other implications for future research and classroom application of SPORT are discussed.
... R2I is a hybrid of repeated readings [13] and the neurological impress method [14], both highly assistive methods for reading intervention. Read Two Impress has had large effects on students' reading fluency [15] reading comprehension [16] and independent reading level [17]. ...
The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention deficit hyperactive disorder. Using a single-case experimental design, the intervention was monitored in four phases, including a baseline, intervention coupled with regular schooling, intervention only, and a return to baseline. The results indicated that the intervention combined with regular schooling improved his reading expression and rate and also his decoding skills, word knowledge, and reading comprehension. In conclusion, the authors offer Read Like Me as one more intervention that may be a viable option for teachers in their effort to support developing readers.
... The goal of R2I is to rapidly increase a student's reading fluency, and thereby increase a student's reading proficiency. Thus, the student should be kept on the very outer limits of his or her zone of proximal development (Vygotsky, 1978). Of course, there is no one intervention that works for every student, so if a student has not made significant progress in 3 to 4 weeks, consider using a different intervention. ...
... However, when the method was first developed, two third-grade students made 2.5 years of reading growth on the Developmental Reading Assessment after 10 weeks (Mohr, Dixon, & Young, 2012). This remarkable growth prompted other studies that report large effects on the components of reading fluency and moderate effects on students' overall reading achievement (Young et al., 2015;Young, Durham, & Rosenbaum-Martinez, 2018). And while R2I is time-intensive, previous research on the method found that trained volunteers from various backgrounds were able to successfully administer the intervention with fidelity (Young et al., 2015). ...
Best practices in reading fluency instruction.
Paired Reading (PR), Neurological Impress Method (NIM), Dyad Reading (DR), and Read Two Impress (R2I) share a fundamental trait – paired synchronous oral reading between a higher‐level tutor and a lower‐level tutee. Collectively, we refer to these practices as Synchronous Paired Oral Reading Techniques (SPORT). This historical narrative review investigates the origin, development, and current state of SPORT. Five academic databases were searched for reports of SPORT from the years 1960–2021. This process yielded 3972 results, from which 456 full‐text articles were assessed for eligibility. Finally, 77 publications were reviewed to inform this historical narrative. Four distinct waves of SPORT research dating back to 1966 were identified in the review. These waves are characterised by popularity in the United Kingdom and United States, evolving theoretical frameworks, varying configurations and implementations, and concerted focus on reading achievement. Consistently positive outcomes are reported in the SPORT literature, specifically in oral reading fluency and reading comprehension. The theory and practice of SPORT have evolved significantly throughout its extensive history. We call for a fifth wave of SPORT research to consolidate the findings of the last 60 years, develop new lines of inquiry, and implement novel and varied applications of SPORT. What is already known about this topic Paired Reading, Neurological Impress Method, Dyad Reading, and Read Two Impress are popular methods for tutoring developing readers. These practices each involve tutor and tutee synchronously reading connected text aloud. The literature supporting these practices consistently reports positive academic tutee outcomes. What this paper adds This paper is the first publication to consider these methods as a family of related practices (Synchronous Paired Oral Reading Techniques; SPORT). SPORT research from the last 60 years reveals a dynamic, evolving literature, with a current, heightened interest in SPORT. These evolutions are characterised as ‘waves’. Tutee outcomes in the SPORT literature are generally positive with fluency and comprehension highlighted as commonly measured variables. This paper calls for a fifth wave of SPORT research that consolidates previous outcomes while developing new lines of inquiry. Implications for theory, policy, or practice Practitioners should be familiar with each of the SPORT methods in order to customise and adapt SPORT applications to meet specific needs of learners Future SPORT research should test the validity of grouping these four techniques. Future SPORT research should consolidate the reported quantitative outcomes of the last 60 years. Future SPORT research should use the extant literature to drive new lines of inquiry and practice.
This action research aimed to evaluate the impact of personalized reading plans on first-grade students’ reading engagement and comprehension. Personalized reading plans were created for each student based on their interests and reading abilities within an e-book library. Qualitative and quantitative data were gathered from 10 first-grade students before and during the implementation of personalized reading plans. Overall, students showed an increase in reading engagement and spent less time engaging in off-task behaviors during the implementation of personalized reading plans. Additionally, system log data revealed an increase in the amount of time students spent reading e-books. However, there was a considerable decrease in the number of quizzes taken during the implementation, and students’ reading comprehension scores did not improve after implementing the personalized reading plans.
This seven-week study examined the effects of the Neurological Impress Method and Read Two Impress on reading comprehension, fluency, and students’ attitude toward reading. The 57 first-, second-, and third-grade students were randomly assigned to three conditions and were pre- and posttested on eight reading measures. Several 3 × 2 factorial analyses of variance revealed significant interaction effects on retell, comprehension questions, and the multidimensional fluency scale as well as time effects on words read correctly per minute and word recognition accuracy. Moreover, a comparison of mean difference effect sizes favored the treatment groups on all reading fluency and comprehension. The interventions, however, had little effect on students’ attitude toward reading. Practical implications and future research directions are also discussed.
